Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
Learning Link Scotland (2007) ESOL in Scotland's voluntary sector This report by Learning Link Scotland (2007) investigates existing provision of English for speakers of other languages (ESOL) in Scotland’s voluntary sector. The report highlights areas of good practice and work which could be shared more widely across Scotland. It also provides research-generated recommendations. As such, the report meets its central aim of strengthening the infrastructure associated with ESOL provision at national and local levels. The report concludes with a list of ESOL related contacts which is a useful resource. Also see ESOL Scotland for a number of accessible online resources, a scoping study by Rice et al. (2004) and Rice et al. (2008) for a study pertaining to publically funded courses, Weedon et al. (2011) for a workplace context and Beadle and Silverman (2007) for a study which incorporates both provider and learner perspectives. Read More Visit site Free Scotland Third sector
Papageorgiou (2006) Learning beyond words. The impact of second language adult education on migrants' social involvement: A comparison between Scotland and Greece This study by Papageorgiou (2006) incorporates an interesting examination of adult education for migrants in Athens within a comparative framework alongside the example of Glasgow, with both cities having experienced similar demographic change. With the inclusion of opinions from both learners and tutors, the work focuses on how second language classes can be a catalyst for migrants social engagement. Furthermore, the study also explores how the educational experience of migrant learners is impacted on by both socio-political factors and educational practices. The author demonstrates that the level of social participation of second language migrant learners is in the main attributable to tutors use of informal teaching methodology and a broadening of the curriculum with inclusion of extra-curricular activities, in addition to uncovering how tutors perceive their role and the practices they employ are firmly influenced by established educational cultures. Read More Visit site Free Glasgow City Doctoral thesis
Rice et al. (2004) National “English for Speakers of Other Languages” (ESOL) Strategy: mapping exercise and scoping study Rice et al. (2004) authored a Scottish Government commissioned study which explores issues faced by non-English speakers and their teachers within an educational context. The study provides a qualitative resource drawing on discussions and interviews with a wide range of participants. The report’s key findings include the recognition that there are long waiting lists for those wishing to enrol on English for Speakers of Other Languages (ESOL) courses. In addition, there is a critical need for more qualified teaching staff and a lack of childcare facilities for parent-learners. The study also draws attention to the success of a number of small scale projects which have helped skilled migrants to gain their English proficiency certificates and to improve their employment prospects. Also see Rice et al. (2008) relating to publically funded courses, Weedon et al. (2011) for a workplace context, Wells (2012) for ESOL in the Outer Hebrides, Beadle and Silverman (2007) for a study which incorporates provider and learner perspectives and Learning Link Scotland (2007) for a study of the voluntary sector. Read More Visit site Free Scotland Scottish Government
Wells (2012) ESOL in the Hebrides and Island voices–‘Hey, hang on a minute, tha mise bilingual!’ Published in a British Council collection which focuses on English language teaching for migrants and refugees, Wells (2012) presents an intriguing insight into adult education in the Outer Hebrides. The collection as a whole highlights the regional balancing act necessitated by the facts of devolved education versus the UK government’s centralised control of immigration policy. Learning English is of crucial importance for new arrivals to Scotland. The author suggests that rather than being viewed as incompatible, the traditional aspects of local life and the new customs introduced as a result of immigration, can be harnessed to foster ESOL skills. Learning English is central to academic success for migrant children, for adults, learning English and gaining proficiency opens doors, enhances economic security and leads to increased social acceptance and cultural understanding within the host community. Read More Visit site Free Comhairle nan Eilean Siar Public sector