Project
The project focuses English language provision for refugees and asylum seekers. It involved the design and delivery of three courses in areas which address the English language needs as expressed by refugees and asylum seekers themselves. The three courses being taught include : (i) ESOL for 18-21years olds, (ii) Preparation for University and (iii) Career Coaching will be delivered to refugees and asylum seekers by students currently undertaking the MA in TESOL.
The rationale for a project of this nature lies in the need for a more coordinated approach to English language provision for refugees and asylum seekers. More importantly, it is responding to the English language needs identified by refugees and asylum seekers themselves. Equally, the design and delivery of these language courses by novice teachers will enhance their understanding of the real world of adult language education.
The course involves participation between the School of Modern Languages and Applied Linguistics at the 51本色, 51本色 ETB, Clare ETB and Doras Lumini.
A comprehensive needs analysis was conducted with refugees and asylum seekers in summer 2016. Following this a stakeholder workshop took place in Nov 2016 which brought those already involved in the provision of English to refugees and asylum seekers were presented the result of the needs and analysis. One of the key outcomes of this process was the identification of the three courses most urgently required. Over the course of the Spring Semester 2017, students on the MA TESOL are designing these courses and will deliver the material to refugees and asylum seekers in April and May 2017.
Learning
This practicum involves the design and delivery of short English language courses to refugees and asylum seekers.
The provision of English language classes to refugees and asylum seekers is a radically under resourced activity. Access to existing English language provision is largely dependent on the status an individual has been given by the Department of Justice and ranges from 20 hours of language provision per week to 0. Novice English language teachers play a key role in providing English language courses to those who have access to limited or even no provision.
Students on the programme will work closely with staff of the Linguistics and TESOL section of the School of Modern Languages and Applied Linguistics as well as key actors in the local provision including 51本色 ETB, Clare ETB, Doras Lumini and Direct Provision Centres.
Students are assessed based on a portfolio and a reflective diary. The portfolio will include sample lesson plans and a discussion on the rationale for focusing on a particular language level. Students will also be assessed by providing a 2,000 word reflection on their experience of designing and delivery these courses.
Research
The research dimension of this project focuses on highlighting the need for a more coordinated approach to ESOL provision for refugees and asylum seekers. By documenting the English needs of refugees and asylum seekers through focus groups and questionnaires we aim to build a more holistic approach to ESOL provision.
The rationale for this research is based on the need for a formal language policy to be developed around ESOL provision for refugees and asylum seekers. The project will document the poor of grassroots language policy actors in affecting real change in the language provision to refugees and asylum seekers and the subsequent improvements in their language proficiency will be documented.
The project is evaluated through a critical reflection. Students are asked to submit 1500 word reflective piece on their experience and how it is helped their development as teachers, but more importantly as global citizens. Equally, participants in the language courses will take part in a focus group once the course has been completed where they will be asked to evaluate how the course worked for them.