1. Supporting ESOL Learners within Mainstream
Programmes:
Designing and Embedding a Simple Resource

2. Aim
To produce a resource and approach that will develop the confidence of tutors supporting ESOL learners within their mainstream programmes.

3. Resources We developed two resources:
Hints and tips sheet – What you can do to help learners with language needs
Visual model that shows how the resource and ESOL strategies can be embedded within existing organisational strategic and operational processes

4. Planned Approaches
The value of referring to the first language to be included within the resource
Ensure resource provides strategies that can be implemented in any mainstream classroom
ESOL tutors to input into the resource
Monitor through steering group and DA
Measure impact via tutor and learner surveys

5. People involved Test Group of learners:
1 x numeracy group including 10 ESOL learners
1 x childcare group including 4 ESOL learners
Staff – 3 tutors ( 1 x numeracy, 1 x childcare and 1 x numeracy support tutor)
Steering Group:
Head of School (Life Skills and ALS)
Senior Lecturer Lit/Num
Head of Teaching and Learning (ESOL)
Project Manager Key/Functional Skills
Vice Principal

6. Impact
For Learners
Feedback at the end of the project was positive as all scales had improved
Data was not significant statistically as a limited number of learners completed questionnaires due to the short timescale of the project

7. Impact
For Tutors
Confidence of tutors improved to 6 out of 10 at the end of the project
Tutors felt more aware of the language focus they needed to adopt and strategies to use to enable learners to achieve
Tutors felt that the learning experience of the students had improved by about 20%

8. Lessons Learnt
Choose the right mix and balance of people on the steering group
Have people on the steering group that are positive about the project
Set clear parameters for the project, keeping outputs manageable within timeframes

9. Lessons Learnt Cont. Write an action plan with SMART targets
Have one person with overall responsibility for the project
Report progress regularly to a member of the steering group who can act as a critical friend
Refer back to action plan regularly to keep to timeframes

10. Lessons Learnt Cont.
Stick rigidly to original aims and objectives – keep new ideas as an extension to the project
Consider how the outcomes of your project can be embedded within organisational processes
Ask people from outside the project to critically evaluate your resource

11. Next Steps Hints and Tips sheet: Create interactive version on Moodle
Embedded within interactive toolkit
Introduced through vocational team meetings
Embedded as a prompt for lesson observers

12. Next Steps Visual Model:
This will be presented at Curriculum SMT as a model for embedding ESOL/other initiatives
Learner journey has already been developed using this visual model

13. Acknowledgements
These resources have been produced as a result of a grant awarded by LSIS.  The grant was made available through the Skills for Life Support Programme in The resources have been developed by (managers and) practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes
Reference: visual model based on diagram created by Sara Whalley, Inspire2learn Ltd, 2005