Tag Archives: adult education

#BecauseESOL

I don’t share a lot on this blog about my job as an ESOL teacher for migrant adults in London. This post, though, hits home in how accurately it encapsulates the ups and downs of what it’s like to be an ESOL professional. It’s not an easy job, but most of the time it’s worth it. I hope Sam’s post gives you some insight into what I do most days at work!

Sam Shepherd

I started using this hashtag on twitter a while ago as a bit of fun. You’d be discussing something with someone from outside ESOL and they’d ask why. And, this being Twitter, you’d have no short explanation, except a virtual shrug and “because ESOL.”

So this is the long explanation, for which I apologise, as I’ve been here before, but it never hurts to remind people.

Because Language

ESOL generally occurs in an English language environment, unlike, say, international EFL which can occur in all sorts of contexts.

This means that ESOL is judged on the same terms as, say, hairdressing, or Access to HE, despite being profoundly different in one crucial regard: the students and the teacher don’t share a common first language. Some of them might, but not all of them. So you can forget your learning outcomes, differentiated according to Bloom’s (entirely language dependent, and balls to…

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International Women’s Day 2017: Be Bold For Change

Today is one of my favorite holidays: International Women’s Day (IWD)! On this day, people celebrate the achievements of women past, present, and future, and also raise awareness about gender inequality that still exists today.

IWD holds a special place in my heart because I first learned about it during my time as a US Peace Corps Volunteer in Ukraine. The 8th of March is celebrated in fine style in Ukraine, with women receiving flowers, chocolates, gifts, and many well-wishes from others (mostly men but also pupils/students, if you happen to be a teacher).

Every year IWD has a theme, and this year it is “Be Bold For Change,” focusing on how people — women and men and everyone in between — can help forge “a more inclusive, gender equal world” (IWD website). I can’t complain about that theme! Teaching English to all women, with all women means we talk a lot about empowering women. This term, my ESOL Entry 3 class has had a number of lessons about volunteering, work, and employment and we’ve had a few discussions about gender (in)equality in the workplace. My Functional Skills English Level 1 learners spent part of a lesson reading about the suffragettes and discussing women’s rights historically and now.

Today, we had a lunchtime IWD event at work for our learners to come and celebrate with us. We encouraged staff and learners to wear traditional dress from their or another country. Many of my colleagues wore beautiful saris, and I rocked up in my Ukrainian vyshyvanka (embroidered blouse), recalling fondly the two Women’s Days I spend in Sniatyn:

Wearing my Ukrainian vyshyvanka on IWD

Tutors designed a number of activities for our learners to engage in. These included “find someone who” with positive and empowering elements: Find someone who has run a marathon, who has made someone smile today, who has fixed something at home, who has give someone advice, etc. There was also a gap fill quiz with facts about women’s rights around the world, a map to identify where you are from and write what you like about your country or another one, and places to record a dream job and personal strengths.

Over 60 of our learners attended the event and had a great time chatting, snacking, doing activities, and watching speeches by inspirational women like Malala Yousafzai. I wish I could post pictures of our learners all dressed up and mingling, but many of them are vulnerable and so you must imagine instead!

I like to take International Women’s Day as a day to celebrate all the incredible women in my life, from family to friends to colleagues to students and more. You inspire me to be stronger, fitter, kinder, and more thoughtful. You inspire me to push myself and to encourage others. You inspire me to keep life in perspective and move through it with joy. You inspire me to persevere. Thank you, and keep fighting for equal rights for all humans.


“Reflections in Lifelong Lifewide Learner Journeys”: RaPAL Conference 2015

Some of you may know that, in addition to being a runner, amateur cook/baker, (former) literature student, and singer/enjoyer of music, I am also a teacher of English as a foreign language. There have been hints of that on my blog, from my experiences teaching English in Ukraine as a Peace Corps Volunteer to blogging about my journey through the CELTA course a couple of years ago. Last fall I slogged through the DELTA course but didn’t blog about it since I was working full time in parallel.

Anyway, at the moment I am an ESOL (English for Speakers of Other Languages) teacher for the Women’s Project of an east London charity; we work with settled migrant women in the community and I teach courses from basic English and literacy to accredited ESOL courses. I love it. As part of my job I was fortunate enough to attend a half-day conference last week in London, put on by RaPAL (Research and Practice in Adult Literacy). The theme for the annual colloquium was “Reflections in Lifelong Lifewide Learner Journeys.” Here’s what I got out of it.


Jim Crowther, a University of Edinburgh Senior Lecturer in Community Education, gave a keynote speech on embracing the uncertainty of a learner’s ever-changing, continually unfolding journey. He talked about Scotland’s Social Practice Approach in literacy and numeracy, which 1) starts with learner strengths, not weaknesses; 2) makes the material relevant to the learners; and 3) fosters and supports critical thinking in an “informal” (i.e., community education) setting.

Crowther said:

Education is about a relationship built on trust.

We may learn things we didn’t want to learn or things we didn’t think about learning. He also said:

Risk and trust are important ingredients in learning.


Claire Collins gave a presentation on Practitioner-Led Action Research (PLAR). I had to do a bunch of action research for my DELTA course and this session helped remind me of its importance and usefulness for self-development and professional practice as well as to keep exploring what my own “best practice” is.

In short, PLAR aims to improve and involve teaching practice while increasing the understanding of practice by practitioners. PLAR helps us to engage in real problems and can be useful to other teachers in similar situations. It’s useful for critical reflection and linking theory and practice.

We did a group activity to brainstorm what we would consider carrying out research on:

I would consider carrying out research on...

“I would consider carrying out research on…” (view larger: https://www.mindmeister.com/550860722)


My favorite part of the conference was Julie Furnivall’s presentation on applying the Reflect Approach to professional practice in adult literacies, which she calls Reflect ESOL.

Reflect ESOL is a learner centred approach with the following characteristics:

  • It addresses power relationships between teacher and students
  • The teacher steps back to listen for the students to have more say
  • The teacher empowers students rather than forcing things on them
  • It gives students a voice
  • The teacher uses his/her facilitation skills

This approach works to help students create their own meaning through sharing experiences, which produces language that can be developed. To use Reflect ESOL you start with a visualisation of issues. This could take the form of a map, photo, or diagram. Furnivall showed an example of a tree image in which the trunk represents a problem, the roots describe the cause, and falling fruit represents issues that arise.

We did a Reflect ESOL taster with a river image: where will we go (flow)? My colleague and I decided to use our river to represent a woman’s journey through study at our centre:

Reflect ESOL River: Women's Project learner journey

Reflect ESOL River: Women’s Project learner journey

Here’s what some of the other groups did with their rivers:

Reflect ESOL: Rivers

Reflect ESOL: Rivers (view larger: http://padlet.com/bexferriday1/rapal2)

The Reflect ESOL approach reminded me a little of the Dogme ELT approach, in which the teacher presents the class with a discussion topic — or, in Reflect ESOL, a drawing project — and uses that as a jumping-off point to share thoughts and opinions before the teacher identifies a language point or two to help his/her students develop.

I am excited to try and implement some mini Reflect ESOL sessions in my classes, both to help my students develop creativity and autonomy, and to help me better recognize and cater to their learning needs.

In sum, I took a lot of useful tidbits away from the RaPAL Colloquium that I can share with my colleagues and think about trying out in my own teaching practice. Thanks, RaPAL!