ESOL, emancipation and “comfort radicalism”: perceptions of ESOL practitioners in the Scottish further education sector

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Situated within the context of unprecedented levels of inward migration to the UK and Ireland bringing with it all the complexities of integration, this volume focuses on a key aspect of this - language provision. Through the voices of stakeholders in the field of teaching English to speakers of other languages (ESOL), this volume critically examines models of language provision and integration, the relationship between language and identity, developing ESOL practices and ESOL policy. A distinctive feature is the diversity of contributions, ranging from research studies to vignettes presenting living portraits of ESOL practice on the ground. The volume fills an urgent gap in this area, offering a snapshot of the ‘state of the art’ of ESOL in the UK and Ireland and projections of how the needs of new migrants can be addressed into the future.
Original languageEnglish
Title of host publicationESOL provision in the UK and Ireland
Subtitle of host publicationChallenges and Opportunities
EditorsFreda Mishan
Place of PublicationOxford
PublisherPeter Lang
Chapter7
Pages183-209
Number of pages27
ISBN (Electronic)978178843747, 9781788743754, 9781788743761
ISBN (Print)9781788743730
Publication statusPublished - 20 Sep 2019

Publication series

NameLanguage, Migration and Identity
PublisherPeter Lang
Volume2
ISSN (Print)2296-2808

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Keywords

  • ESOL
  • Further education
  • Critical pedagogy

Cite this

Brown, S. (2019). ESOL, emancipation and “comfort radicalism”: perceptions of ESOL practitioners in the Scottish further education sector. In F. Mishan (Ed.), ESOL provision in the UK and Ireland: Challenges and Opportunities (pp. 183-209). (Language, Migration and Identity; Vol. 2). Peter Lang. https://www.peterlang.com/abstract/title/64036?rskey=a5g1DC&result=20