Harvesting engaged ESOL learners in
rural Fife and Tayside
ESOL SIG PCE 2013
Pauline Blake-JohnstonPBJ English Language Services
Carmicheal Farm, Longforgan
Mains of Blebo Farm, Pitscottie
Easter Grangemuir Farm, Pittenweem
Barnsmuir Farm, Crail
Where are we….?
Agricultural Industry in Fife and Tayside
• Soft fruits (strawberries, raspberries, blackberries, gooseberries etc), potatoes, broccoli
• Estimated ‘seasonal’ workers – from as little as 20 – 350+ each year
• Polish, Bulgarian, Lithuanian, Romanian, Czech• Planters, pickers and packers
• Long Season: Feb – Nov• High Season/Summer: April/May – Sept/Oct
The seasonal workers…..Here to WORK and earn as much money as possible to•send home to children, family•save (car, build own home, set themselves up when they move back home for good)
The problems……•have been here for a very long time but very low levels of English – especially general day-to-day communication and specific farm language•they 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, Fife
Berna – 7 years Andzrej – 7 years Ciprian – 6 years Tomasz – 5 years Patrycja – 5 years Elementary Beginner Elementary Elementary + Elementary +
Easter Grangemuir, Pittenweem, Fife
Georgi – 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, Fife
Traian – 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, Tayside
Anita – 6 years Evgeni – 6 years Mimi - 4 yearsPre-Intermediate+ Beginner Pre-Intermediate
Common Problems• the Learners didn’t always see learning English as
important and not seeing it as part of what they came to this country to do
• a lot of Leaners were self taught (no formal classes) and they felt they knew enough to get by, does it matter than it’s not 100% correct?
• they could remember ‘traditional’ English class from school – didn’t see how it would be helpful in this circumstance
• when 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 learning•Involvement and participation are necessary for learning•The relationship between learners is more equal, promoting growth, development•The teacher becomes a facilitator and resource person•The learner experiences confidence in his education •The learner sees himself/herself differently as a result of the learning experience
Brenda 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 don’t depend on their teacher all the time, waiting for instructions, words of approval, correction, advice, or praise. They don’t ignore each other, but
look at each other and communicate with each other. They value each other’s 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 knows•work out what the Learner would like to achieve – both long and short term•structure future lesson plans•measure progression
Ideally it should be reviewed, on an agreed basis, with the Teacher and Learner
How to use ILP’s to engage the Learners
‘Learners should be given ownership of the ILP, both physically and psychologically’
ESOL Pathfinder Project, Liverpool
•give the Ss ‘true’ ownership•offer opportunities to be ‘really’ involved•adapt 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 ILP’s
Results…..participation and engagement
Attendance 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 more•would be more willing to share their ideas•started to learn from each other•appeared to feel more secure and less anxious•started to use English in a more meaningful and realistic way•started to enjoy using English to communicate
Results…..participationSuccess with ‘high-interest topics’•If students suggest topics that interest them, they’re more likely to be motivated to learn
e.g. Oprah Springer Talk Show Creating Soap Opera’s 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 progress
For 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 future•the review process gave the
learners confidence to tackle
topics they were reluctant to try
in the beginning
Key Points
• flexibility
•BE BRAVE
•don’t rest on laurels or be satisfied with their current skills level
•steer them through the lesson planning process effectively
Success?•getting them to class• repeat classes in year two•new classes• increased enthusiasm• increased self-confidence and self-esteem
•more willing to ‘have a go’•Learners embracing the system
To finish…‘Being 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
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