Aim and Objectives

1. ERI Aim and Objectives • The principal aim of the project is to provide 18 case studies of effective practice in ESOL teaching and learning • The process and people involved in the planning and delivery of programmes (providers, learners, stakeholders such as employers, tutors) • The monitoring and evaluation approaches adopted • The impact of programmes on the learners and their families • How the programmes contributed to national and local outcomes (such as employability and the vision and principles aspired to in the Adult ESOL Strategy for Scotland) Case Studies – Effective Practice in ESOL in Scotland

2. ERI Selection Criteria • Consider: CLD, College and Voluntary Sectors • Consider: Workplace, Family and Settled Ethnic Minority ESOL • Attendance and participation • Achievement of qualifications • Achievement of informal outcomes • Progression • Use of resources • HMIE and other inspection reports and awards where available • Proficiency range • Geographical distribution • Sector spread and location Case Studies – Effective Practice in ESOL in Scotland

3. ERI Approach • Online questionnaire devised • Responses collected • Initial contact made via email • Secondary contact made by phone • Further meetings/discussions help to narrow • 58 responses to 25 • Leading to feasibility study Case Studies – Effective Practice in ESOL in Scotland

4. ERI Flavour of response 58 responses – including 17 Local Authorities (Highland to Borders) (map) 12 colleges 6 Voluntary Sector Case Studies – Effective Practice in ESOL in Scotland

5. Workplace ESOL: Khushi’s in Dunfermline ERI

6. Task ERI • You’ve been asked to provide a 20-week ESOL programme for staff at a well-known and well-established local restaurant • At the pre-meeting, you need to identify what you want for the programme before your meeting with the company.

7. How Did We Get Here?

8. Evaluation Engagement Delivery Needs Analysis • Food And Drink Orders • General Conversation With Customers • Telephone • Common Surnames • Numbers • Fife Accent

9. Approach • Group Dynamics • Environment • Tired Students • Instant Results • Cultural Issues • Fife Accent

10. Resources / Activities • Role Plays • Board Games • Course Books • Websites

11. Fife Accent • Whole Team Approach

12. Today’s Situation • /kən eɪ heɪ ə bɒ?ɭ ə wæ’?æ / ?

13. Lessons Learned • Common Ground • Nurture Relationship • Value our Service

14. Success factors ERI Company has bought into provision: the restaurant manager has been involved throughout 2-sided motivation: company wants more confident and efficient staff – workers want visas and everyday English Accessibility: most learners live above the restaurant, where lessons take place; lessons timed to fit in with restaurant hours Cultural dimension: a homogeneous group of learners who need to be able to interact with a wide range of local customers can explore cultural issues – once they are raised

15. Lessons learned ERI • Common ground: a class of learners who are all doing the same job. • A teacher who responds to her learners as individuals and as equals and encourages them to be informants. • Running a language class on the premises shows commitment to staff and can only add to an employer’s reputation. Where companies have no direct input, workplace learning loses its value for them. • Workplace ESOL can help to improve retention rates and help workers to settle into their new life. • ESOL providers need to go into negotiations with employers with “a business hat on and their shoulders back” not be intimidated by the business ethos and be flexible especially when times are hard for companies.