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

Nickson, Martin J

Authors

Martin J Nickson



Contributors

K. Donnelly
Editor

F. Formato
Editor

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.

Publication Date 2012
Peer Reviewed Peer Reviewed
Pages 105-140
Book Title Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2012
Institution 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
Publisher URL https://www.lancaster.ac.uk/fass/events/laelpgconference/papers/v07/Martin.pdf

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