All Outputs (3)

Participants As Texts: the critical consciousness development of informal learning facilitators (2024)
Thesis
Rawlings, L. (2023). Participants As Texts: the critical consciousness development of informal learning facilitators. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625377

In any meaningful form, critical literacy is absent in the neoliberal formal education system offered to the working class. This, at a time of austerity, growing inequalities, multiple news sources and fake news, is when critical literacy is needed t... Read More about Participants As Texts: the critical consciousness development of informal learning facilitators.

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)
Presentation / Conference Contribution
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?.