Volunteer ESOL teaching: Local pedagogy or teaching without a theory?

Nickson, Martin J

Abstract

In the UK, English for Speakers of Other Languages (ESOL) is a domain of language learning and teaching where teaching strategy in mainstream, accredited provision is influenced not only by pedagogical and language learning theory but also by policy directives concerning citizenship, integration and employability. However, outside this mainstream provision, community and voluntary providers support informal and non-accredited ESOL classes which are not subject to external mandates of policy. This research is a case study of the volunteer teachers who practice in a community ESOL provider and an investigation of what influences their teaching strategy. The results show that in this context, not only is the influence of policy reduced in shaping their teaching strategy, but also mainstream pedagogical and language learning theory is de-emphasized in favor of immediate and individual teaching approaches. The implications of this for the learners are discussed, and a case for further research is presented.

Citation

Nickson, M. J. (2012). Volunteer ESOL teaching: Local pedagogy or teaching without a theory?. In K. Donnelly, & F. Formato (Eds.), Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2012, 105-140

• Publication Date: 2012
• Deposit Date: Dec 21, 2018
• Peer Reviewed: Peer Reviewed
• Pages: 105-140
• Book Title: Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2012
• Public URL: https://hull-repository.worktribe.com/output/1196300
• Publisher URL: https://www.lancaster.ac.uk/fass/events/laelpgconference/papers/v07/Martin.pdf