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Content in ESOL: what do learners find useful and important? (2014)
Journal Article
Nickson, M. (2014). Content in ESOL: what do learners find useful and important?. Language Issues, 25(2), 17-24

This research investigated course content in ESOL classes by asking ESOL learners to evaluate the usefulness and importance to them of a range of topics which they may encounter in their language class. A survey was administered to 117 learners rangi... Read More about Content in ESOL: what do learners find useful and important?.

Volunteer ESOL teaching: Local pedagogy or teaching without a theory? (2012)
Conference Proceeding
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

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... Read More about Volunteer ESOL teaching: Local pedagogy or teaching without a theory?.


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