2. SQA PDA in TESOL level 9 Scoping Study ‘ This strategy aspires to a fully professional workforce with recognised career structures. ESOL practitioners need to show knowledge, technical competence, and expertise at a level consistent with effective programme delivery. Each teacher should have a relevant specialist qualification in the teaching of ESOL.’ Adult ESOL Strategy for Scotland 3 strands –Desk research –Online practitioner survey –Practitioner focus groups

3. Current TESOL Qualifications Cambridge ESOL- CELTA (Certificate in English Language Teaching to Adults) Trinity College London - Cert TESOL (Certificate in Teaching English for Speakers of Other Languages) NQF level 4 = SCQF 7/8 Cambridge ESOL-DELTA (Diploma in English Language Teaching to Adults) Trinity College London-LTCL Dip TESOL (Diploma in Teaching English for Speakers of Other Languages) NQF level 7 = SCQF 11 PDA in ESOL Literacies: Teaching Adults Reading, Writing and Numeracy Designed for practising ESOL teachers wishing to broaden skills base in field of ESOL literacy. Candidates require initial ESOL qualification such as CELTA. SCQF level 8 (Validated 2005)

4. Providers CELTA –Anniesland College, Glasgow University, Stevenson College, Dundee College, Randolph School of English, Basil Paterson. Cert TESOL –Langside College, The Language Institute Diploma (DELTA/Dip TESOL) – University of Edinburgh, The Language Institute, TESOL Training Scotland

5. Issues CELTA/Cert TESOL initial or foundation qualifications Accessibility outside central belt Gap between CELTA and DELTA levels TQ(FE) requirements Trainer requirements Content and context of training Cost

6. Requirements in England Based on LLUK standards PTLLS, CTLLS, DTLLS Application for Language(ESOL), Literacy and Numeracy teaching Cross-sectoral Generic and subject specific qualification ESOL practitioners need DTLLS DTLLS - QCF level 5 = SCQF level 9

7. People who want to work in Further, Adult and Community Education in England. CELTA forms the first stage of the Cambridge ESOL DTE(E)LLS and ADTE(E)LLS programmes. The DTE(E)LLS and ADTE(E)LLS qualifications meet the government's teacher training requirements for people who want to work in this sector. http://www.cambridgeesol.org/exams/teaching-awards/celta.html

8. Potential market Current practitioners –age range, levels of qualifications Future practitioners Growth in uptake of SQA NQ ESOL Current and future (in) migration –Asylum, A8 + A2, future immigration eg.Turkey –Pull factor of English language Settled ethnic minorities Market opportunities in international field –international students, teacher training opportunity, especially CLIL

9. Survey Results 223 practitioners67 managers

10. ESOL Learners

12. Practitioner Qualifications Qualificationsno.% TESOL Diploma and TQ 2210% TESOL Diploma Only 4722% TESOL Certificate and TQ 2612% TESOL Certificate Only 7836% TQ Only 167% None of the above 2913% BASE 218100%

15. Potential pathways Pathway A (93 practitioners) –68% of those with Dip/Dip+TQ –45% of those with Cert/Cert+TQ –58% of those with TQ only –50% of those with no TQ Pathway B (102 practitioners) –60% of those with Dip/Dip+TQ –61% of those with Cert/Cert+TQ –75% of those with TQ only –45% of those with no TQ Pathway C (89 practitioners) –35% of those with Dip/Dip+TQ –56% of those with Cert/Cert+TQ –58% of those with TQ only –72% of those with no TQ

16. Need and Level Need –50% Dip/Dip+TQ –66% Cert/Cert+TQ –83% TQ –79% no TQ Level –32% Dip/Dip+TQ –51% Cert/Cert+TQ –77% TQ –67% no TQ

17. Manager Response 54 responses to question on need –60% positive, 18% negative, 22% Don’t know Full awardUnitsSupport no.% % % Yes2138%3566%3665% No1425%48%12% Don't know2036%1426%1833% BASE55100%53100%55100%

18. Potential Demand

21. Focus Groups 5 focus groups Majority in favour of development Trainee group negative towards proposal All groups in favour of Unit development Anecdotal evidence of accessibility issues Welcomed the opportunity to discuss Considered award should be cross-sectoral Teacher training issues raised Delivery modes issue raised

22. Perceived strengths of proposal Accessibility ( inc mode of delivery) Flexibility of unit-based awards Context and content relevance Aligned to qualification framework Bridge between Cert and Diploma level Social practice/reflective approach SQA expertise in PDAs Costs and funding potential Less significance given to TQ(FE) - more subject specialism

23. Perceived weaknesses International recognition issues Cambridge and Trinity leaders in field Current qualifications ‘tried and tested’ Potential ‘parochialism’ International experience de-valued Lack of SQA expertise in field Potential lack of practicum Potential low-level trainer expertise Other qualifications ‘de-recognised’ Course costs

24. Recommendations Develop Award and Units Long-term strategy Ensure cross-sectoral relevance Include review of PDA in ESOL Literacies Provide time for pilot of award Allow time for post-pilot revisions to Award Continue to consult with practitioners –Inc awareness raising on UK qualifications SQA needs subject specialist expertise during development and initial delivery stages

25. Recommendations SQA must ensure that award is non-devolved National Panel should consider the development of a Trainer award Desire for ‘blended’ mode of delivery should not jeopardise strong practicum component. Liaise with LLUK Liaise with Cambridge and Trinity Seek British Council recognition UK-wide recognition Finalise TQ(FE) requirements with FEPDF Harness ESF funding (2009-2011)