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NATIONAL 'ENGLISH FOR SPEAKERS OF OTHER LANGUAGES' (ESOL) STRATEGY
MAPPING EXERCISE AND SCOPING STUDY
Footnotes
1 "non-learners" is the term coined for migrants and asylum-seekers with low levels of proficiency in English who do not attend classes.
2 Irvine and Rice (2000) report the success of this method in achieving a wide and fairly representative distribution.
3 The data in this table is for Scottish residents born in countries where English is not the native or national language. The countries included are consistent with those in Schellekens (2001). "Other" refers to people born at sea or in the air, or with country of birth not stated.
4 These relate to questionnaire responses that were received too late to include in the full analysis contained in this report.
5 It would be desirable to compare these figures with those produced by SFEFC. These give a total of EFL and ESOL enrolments for 2002-03 of 9,518. However, data from several Colleges known to have EFL and ESOL students is missing or faulty. Consequently, it was decided not to make use of this data
6 It has proved impossible to reconcile the total of 814 classes in Table 2.8 with the total of 655 given in Table 2.7. Responses to the two questions in the managers' questionnaire on mode of delivery (Table 2.7) and on type of class (2.8) varied considerably, which may have been due in part to a problem with the wording of the latter question (see Appendix 1 managers' questionnaire question 2(b)). Table 2.7 is therefore more accurate, but Table 2.8 is included to show the distribution of types of classes across and within sectors
7 Closure was announced in February 2004, but this decision is still subject to consultation
8 Langside soon to join
9 formerly BASELT and ARELS
10 Categories derived from the Learners' questionnaire are taken from responses to a question about the main reason for arriving in the UK - "students" are those who came to study, "migrants" are those who came for work or to join families.
11 Information supplied by Alan Elder, Fife Council.
12 Information kindly supplied by Alan Elder of Fife Council ESOL
13 Suda, L (2002) Discourses of Greyness and Diversity discusses recent policy changes in Australia and concerns that although both ESOL and adult literacy enjoy higher public profiles than before, language and literacy are being merged, or submerged (under "communication" or as subskills of "vocational skills") to the detriment of both.
14 Figures are hard to come by, but - as an indicator - 800 school students from the new accession states were enrolled in Glasgow schools in August 2004.
15 Very few teachers returned this slip, so information about the level or class of respondents has not been analysed or discussed.
16 Some of the first languages may not have written forms or, as Punjabi in Pakistan, only exist as spoken languages in some countries.
17 Respondents were asked to tick all the schools and colleges they attended. Figures for elementary school attendance and completion indicate this instruction was misunderstood. In this case, we can claim reliability only for the College and University figures.
18 Cited in Schellekens (2001)
19 Trinity College and the University of Cambridge are responsible for the only certificates and diplomas in English language currency that are recognised worldwide. The accreditation scheme operated by the British Council, EiBAS, classifies "valid" qualifications as either TEFL initiating or TEFL qualifying. The former refers to Cambridge ESOL CELTA (formerly University of Cambridge Local Examination Syndicate CTEFLA), and Trinity College London Certificate in TESOL or their equivalents, such as a university "certificate in TEFL" - ".provided that they meet the validation, teaching practice and input criteria" which match those of Cambridge or Trinity College. TEFL qualifying refers to Cambridge ESOL DELTA (formerly University of Cambridge Local Examinations Syndicate DTEFLA); Trinity College London Diploma in TESOL; PGCE in TEFL, or equivalents, as above.
20 "capping" - the term frequently used by respondents in written comments - refers to the zero growth in student numbers required by SFEFC from 2002.
21 In England and Wales, FENTO have adopted the Cambridge CELTA as Module One of the Certificate in Further Education Teaching Stage 3 with the Certificate for ESOL Subject Specialists, a qualification for teachers who want to specialise in teaching English in Further, Adult and Community Education in England and Wales, accredited by the QCA.
22 The Common European Framework of Reference for Languages is published by the Council of Europe. The levels allow employers and educational institutions to compare qualifications and to benchmark examinations.
23 SQA ESOL NQ Units have yet to be benchmarked to CEF levels
24 According to the SQA, there were 1039 entries for the SQA ESOL NQ Units up to July 2004
25 It should be noted however that the Fresh Talent website makes no mention of English or English language skills or training..
26 Asylum-seekers arriving after June 2002 are not permitted to seek work
27 see Schellekens (2004) Language in the construction industry: communicating with second language speakers which includes recommendations on making English clearer and simpler
28 see Resource project - Germany p 24
29 A project similar to this for refugee pharmacists has recently been launched.
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