Year: 2008
Type: other
Abstract: Introduction 1.1 Contexts of ESOL and literacy placement practices 1.2 Themes of this research 1.3 Research design and methods 2 Two colleges and their placement practices 2.1 Cranshaw College 2.2 Rushton College 2.3 Summary 3 Established positions and the challenge of superdiversity 3.1 Established positions 3.2 Bilingual learners: A challenge to fixed conceptions of ESOL and literacy 3.3 Addressing the distinction between ESOL and literacy 3.4 Summary 4 Language needs and learning focus of bilingual learners in literacy classes 4.1 The learning focus of literacy lessons 4.2 The language needs of bilingual literacy learners 4.3 Recognition of a training need for literacy teachers 4.4 Summary 5 Placement, progress and status 5.1 Word of mouth 5.2 Progression 5.3 Differential valuing of ESOL and literacy 5.4 Marginalisation 5.5 Summary 6 Conclusions, implications and directions for future research 6.1 Findings and implications 6.2 Directions for future research
Authors: James Simpson, Melanie Cooke, Mike Baynham
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1912426976