Making sense of ESOL policy: Tutor perspectives

This paper explores tutor perspectives on ESOL (English for Speakers of Other Languages) learners in the UK. Government policy towards ESOL is increasingly driven by an ideology in which citizenship is conflated with the acquisition of English language skills. Underpinning this way of thinking are c...

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Autor principal:	Clare Courtney
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2017
Materias:	deficiency ESOL ESOL teaching Othering Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/26680701266348cebe969d6d8f31cb79
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id	oai:doaj.org-article:26680701266348cebe969d6d8f31cb79
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spelling	oai:doaj.org-article:26680701266348cebe969d6d8f31cb792021-11-25T13:20:33ZMaking sense of ESOL policy: Tutor perspectives10.5565/rev/jtl3.7302013-6196https://doaj.org/article/26680701266348cebe969d6d8f31cb792017-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/730https://doaj.org/toc/2013-6196This paper explores tutor perspectives on ESOL (English for Speakers of Other Languages) learners in the UK. Government policy towards ESOL is increasingly driven by an ideology in which citizenship is conflated with the acquisition of English language skills. Underpinning this way of thinking are concepts of Othering and deficiency. My research aimed to investigate how tutors “make sense” (Spours, Coffield, & Gregson, 2007; James & Biesta, 2007) of ESOL policy in the UK, how this informs tutors’ attitudes towards English language learners, and to understand the potential impact that such attitudes could have on learners. The study demonstrates that tutors are influenced in their attitudes towards their learners by the persistent external issues of funding and the contradictory discourse implicit in ESOL policy. Such attitudes can have a tangible effect on learners. Clare CourtneyUniversitat Autònoma de BarcelonaarticledeficiencyESOLESOL teachingOtheringSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 10, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	deficiency ESOL ESOL teaching Othering Special aspects of education LC8-6691 Language and Literature P
spellingShingle	deficiency ESOL ESOL teaching Othering Special aspects of education LC8-6691 Language and Literature P Clare Courtney Making sense of ESOL policy: Tutor perspectives
description	This paper explores tutor perspectives on ESOL (English for Speakers of Other Languages) learners in the UK. Government policy towards ESOL is increasingly driven by an ideology in which citizenship is conflated with the acquisition of English language skills. Underpinning this way of thinking are concepts of Othering and deficiency. My research aimed to investigate how tutors “make sense” (Spours, Coffield, & Gregson, 2007; James & Biesta, 2007) of ESOL policy in the UK, how this informs tutors’ attitudes towards English language learners, and to understand the potential impact that such attitudes could have on learners. The study demonstrates that tutors are influenced in their attitudes towards their learners by the persistent external issues of funding and the contradictory discourse implicit in ESOL policy. Such attitudes can have a tangible effect on learners.
format	article
author	Clare Courtney
author_facet	Clare Courtney
author_sort	Clare Courtney
title	Making sense of ESOL policy: Tutor perspectives
title_short	Making sense of ESOL policy: Tutor perspectives
title_full	Making sense of ESOL policy: Tutor perspectives
title_fullStr	Making sense of ESOL policy: Tutor perspectives
title_full_unstemmed	Making sense of ESOL policy: Tutor perspectives
title_sort	making sense of esol policy: tutor perspectives
publisher	Universitat Autònoma de Barcelona
publishDate	2017
url	https://doaj.org/article/26680701266348cebe969d6d8f31cb79
work_keys_str_mv	AT clarecourtney makingsenseofesolpolicytutorperspectives
_version_	1718413425313316864

Making sense of ESOL policy: Tutor perspectives

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