By R. K. Agnihotri, Mahendra K. Verma, S. K. Sinha
Combines theoretical and utilized linguistic points of studying English as a moment language via the more moderen minorities in Britain. This empirical research of the attitudes and motivations of a pattern of grownup ESOL inexperienced persons deals a cross-cultural, social and mental viewpoint. It contains a dialogue and interpretation of ESOL lecturers' perspectives in regards to the ESOL company Britain opposed to the history of the advancements and debates of pedagogic considering, and within the ethos, regulations and prejudices shaping the educating and studying of English.
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Additional info for Adult Esol Learners in Britain: A Cross-Cultural Study
Pant, Ghalib, Neelam, Narendra Kaushik, Mike Grover and Usha Verma. We are grateful to all the ESOL teachers who attended the Inservice Teacher Training (INSET) Programmes at the University of York. We have constantly been receiving very constructive feedback from ESOL teachers and from the members of NATECLA. Thanks are also due to the Nuffield Foundation, UK, the British Council, New Delhi, and the Department of Language and Linguistic Science, University of York, for making this research possible.
Indu Sheth, one of the few bilingual ESOL volunteer teachers, working alongside her English colleagues gives a very clear account of the ESOL teachers' campaign brief, which we quote: ESOL teachers campaign brief: marketing ESOL at no cost to the customers: a poster in a local library and a knock on the door. Often the ESOL teachers prepared a written brief, which offered them guidelines how to sell their product to the newly arrived non-English speaking immigrants, specially women, The gist of the brief was to convince prospective students that if they had some knowledge of English, they would be better able to understand and appreciate the laws of this country and their own civil rights and responsibilities.
In terms of social attitudes the feelings of 'racism', prejudice' and 'discrimination' that they have had to face were not so very different from those that the Huguenots or the East Europeans had to contend with. In political terms they were, however, perceived as 'problems' because they were largely black. Given the fact that school education has been made compulsory and the state had begun providing the community with not only 'cradle to grave welfare' but also with 'education for life', the educational establishment could not remain indifferent to these new immigrants and their needs as they had been to that of the Huguenots.
Adult Esol Learners in Britain: A Cross-Cultural Study by R. K. Agnihotri, Mahendra K. Verma, S. K. Sinha
Categories: Nonfiction 3