1. Aim and Objectives Case Studies – Effective Practice in ESOL in Scotland ERI The principal aim of the project is to provide 18 case studies of effective practice in ESOL teaching and learning The process and people involved in the planning and delivery of programmes (providers, learners, stakeholders such as employers, tutors) The monitoring and evaluation approaches adopted The impact of programmes on the learners and their families How the programmes contributed to national and local outcomes (such as employability and the vision and principles aspired to in the Adult ESOL Strategy for Scotland)

2. Selection Criteria Case Studies – Effective Practice in ESOL in Scotland ERI Consider: CLD, College and Voluntary Sectors Consider: Workplace, Family and Settled Ethnic Minority ESOL Attendance and participation Achievement of qualifications Achievement of informal outcomes Progression Use of resources HMIE and other inspection reports and awards where available Proficiency range Geographical distribution Sector spread and location

3. Approach Case Studies – Effective Practice in ESOL in Scotland ERI Online questionnaire devised Responses collected Initial contact made via email Secondary contact made by phone Further meetings/discussions help to narrow 58 responses to 25 Leading to feasibility study

4. Flavour of response Case Studies – Effective Practice in ESOL in Scotland ERI 58 responses – including 17 Local Authorities (Highland to Borders) (map)(map) 12 colleges 6 Voluntary Sector

5. Workplace ESOL: Khushi’s in Dunfermline ERI

6. Task You’ve been asked to provide a 20-week ESOL programme for staff at a well-known and well-established local restaurant At the pre-meeting, you need to identify what you want for the programme before your meeting with the company. ERI

7. How Did We Get Here? Engagement Delivery Evaluation

8. Needs Analysis l Food And Drink Orders l General Conversation With Customers l Telephone l Common Surnames l Numbers l Fife Accent Engagement Delivery Evaluation

9. Approach l Group Dynamics l Environment l Tired Students l Instant Results l Cultural Issues l Fife Accent

10. Resources / Activities l Role Plays l Board Games l Course Books l Websites

11. Fife Accent l Whole Team Approach

12. Today’s Situation /k ən eɪ heɪ ə bɒ?ɭ ə wæ’?æ / ?

13. Lessons Learned l Common Ground l Nurture Relationship l Value our Service

14. Success factors Company has bought into provision: the restaurant manager has been involved throughout 2-sided motivation: company wants more confident and efficient staff – workers want visas and everyday English Accessibility: most learners live above the restaurant, where lessons take place; lessons timed to fit in with restaurant hours Cultural dimension: a homogeneous group of learners who need to be able to interact with a wide range of local customers can explore cultural issues – once they are raised ERI

15. Lessons learned Common ground: a class of learners who are all doing the same job. A teacher who responds to her learners as individuals and as equals and encourages them to be informants. Running a language class on the premises shows commitment to staff and can only add to an employer’s reputation. Where companies have no direct input, workplace learning loses its value for them. Workplace ESOL can help to improve retention rates and help workers to settle into their new life. ESOL providers need to go into negotiations with employers with “a business hat on and their shoulders back” not be intimidated by the business ethos and be flexible especially when times are hard for companies. ERI