Harvesting engaged ESOL learners in rural Fife and Tayside ESOL SIG PCE 2013 Pauline Blake-Johnston PBJ English Language Services pauline@pbjels.co.uk

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  • Harvesting engaged ESOL learners in rural Fife and Tayside

    ESOL SIG PCE 2013

    Pauline Blake-JohnstonPBJ English Language Servicespauline@pbjels.co.uk

  • Carmicheal Farm, LongforganMains of Blebo Farm, PitscottieEaster Grangemuir Farm, PittenweemBarnsmuir Farm, CrailWhere are we.?

  • Agricultural Industry in Fife and TaysideSoft fruits (strawberries, raspberries, blackberries, gooseberries etc), potatoes, broccoli

    Estimated seasonal workers from as little as 20 350+ each yearPolish, Bulgarian, Lithuanian, Romanian, CzechPlanters, pickers and packers

    Long Season: Feb NovHigh Season/Summer: April/May Sept/Oct

  • The seasonal workers..Here to WORK and earn as much money as possible tosend home to children, familysave (car, build own home, set themselves up when they move back home for good)The problemshave been here for a very long time but very low levels of English especially general day-to-day communication and specific farm languagethey often can communicate, but typically their English is littered with common/basic errors and they are often entrenched in bad habits no local Community engagement due to inability to communicate

  • Easter Grangemuir, Pittenweem, FifeBerna 7 years Andzrej 7 years Ciprian 6 years Tomasz 5 years Patrycja 5 years Elementary Beginner Elementary Elementary + Elementary +

  • Easter Grangemuir, Pittenweem, FifeGeorgi 8 years Adrian 5 years Kasia 2 years Ewa 5 years Roxana 5 years Intermediate Pre-Intermediate Pre-Intermediate Pre-Intermediate+ Pre-Intermediate+

  • Barnsmuir Farm, Crail, FifeTraian 6 years Michal 6 years Martina 6 years Radoslav 2 years Agnes 3 years Eugene 3 years Beata 5 yearsPre-Intermediate Elementary+ Pre-Intermediate Elementary Beginner Beginner Pre-Intermediate

  • Mains of Blebo Farm, Pitscottie, Fife Genadi 4 years Kayolan 7 yearsElementary+

  • Carmicheal Farm, Longforgan, TaysideAnita 6 years Evgeni 6 years Mimi - 4 yearsPre-Intermediate+ Beginner Pre-Intermediate

  • Common Problemsthe Learners didnt always see learning English as important and not seeing it as part of what they came to this country to doa lot of Leaners were self taught (no formal classes) and they felt they knew enough to get by, does it matter than its not 100% correct?they could remember traditional English class from school didnt see how it would be helpful in this circumstancewhen they first arrived all the needed was one person to tell them what to do i.e. one person who knows enough etc, this became their safety net if they could, they would rather work, than come to English class

  • What to do..?Needed to get the learners to be invested in the lessons, so that they would return on a regular basis and benefit from the tuition in the long run.. STUDENT CENTRED LEARNING

    The main principles of student-centred learning are: The learner has full responsibility for her/his learningInvolvement and participation are necessary for learningThe relationship between learners is more equal, promoting growth, developmentThe teacher becomes a facilitator and resource personThe learner experiences confidence in his education The learner sees himself/herself differently as a result of the learning experienceBrenda Hall, Student-centred Learning

  • Why should this approach work?A student-centered approach helps students to develop a can-do attitude. It is effective, motivating, and enjoyable.

    In a student-centered class, students dont depend on their teacher all the time, waiting for instructions, words of approval, correction, advice, or praise. They dont ignore each other, but look at each other and communicate with each other. They value each others contributions; they cooperate, learn from each other, and help each other. When in difficulty or in doubt, they do ask the teacher for help or advice but only after they have tried to solve the problem among themselves. The emphasis is on working together, in pairs, in groups, and as a whole class. Their teacher helps them to develop their language skills.Leo Jones, The Student-Centered Classroom

  • ILPs: Individual Learning PlansIn essence an ILP is a diagnostic tool used to

    assess what the learner already knowswork out what the Learner would like to achieve both long and short termstructure future lesson plansmeasure progression

    Ideally it should be reviewed, on an agreed basis, with the Teacher and Learner

  • How to use ILPs to engage the LearnersLearners should be given ownership of the ILP, both physically and psychologically ESOL Pathfinder Project, Liverpool

    give the Ss true ownershipoffer opportunities to be really involvedadapt ILP questions to mark progress

    Understanding the barriers to learning that face ESOL learners, and developing support and guidance mechanisms.are as essential as teaching, learning and assessment, for helping students achieve their potential and meet their aspirations. They are also fundamental to aiding greater participation by ESOL learners in their local communities.The Adult ESOL Strategy for Scotland

  • Adapting ILPs

  • Results..participation and engagementAttendance improved dramatically and almost immediately

    As the Ss settled more into the routine of choosing the up-and-coming lessons, it was noticeable that they would talk morewould be more willing to share their ideasstarted to learn from each otherappeared to feel more secure and less anxiousstarted to use English in a more meaningful and realistic waystarted to enjoy using English to communicate

  • Results..participationSuccess with high-interest topicsIf students suggest topics that interest them, theyre more likely to be motivated to learne.g. Oprah Springer Talk Show Creating Soap Operas Life on a Farm Sketch Show Creating new Apps Input into PBJELS website This is your Life Game Show Personal experiences of a topic are always more interesting than general knowledge about it.Leo Jones

  • Results..making progressFor all the learners, evidence of progress was extremely important ILP an essential tool in mapping progress regular ILP review focussed the learners on what they would like to work on in the futurethe review process gave the learners confidence to tackle topics they were reluctant to try in the beginning

  • Key Pointsflexibility

    BE BRAVE

    dont rest on laurels or be satisfied with their current skills level

    steer them through the lesson planning process effectively

  • Success?getting them to classrepeat classes in year twonew classesincreased enthusiasmincreased self-confidence and self-esteemmore willing to have a goLearners embracing the system

  • To finishBeing a teacher means helping people to learn and, in a student-centered class, the teacher is a member of the class as a participant in the learning process.Leo Jones

    REFERENCESESOL Scotland www.esolscotland.co.ukScottish Government, 2007, The Adult ESOL Strategy for Scotland, Enterprise, Transport and Lifelong Learning DepartmentBrenda Hall, 2006, Student-centred Learning, published on http://secondlanguagewriting.comLeo Jones, 2007, The Student-Centered Classroom, Leo Jones, Cambridge University PressESOL Pathfinder Project, 2003, Assessments and ILPs Good Practice Guidelines, Liverpool

    **Flexibility changing at a moments notice, answer a questions, being able to think on your feetBE BRAVE not scared to tackle any subject natter OR see that you can truly make a lesson out of any subjectThey mayneed to encourage and challenge one another while working together, andagain, some useful expressions can help students do this:Just a moment, let me think.Is there another way of saying that?Is there a better word for that?Another way of saying that is . . .

    *