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Like many other fields of Adult
Literacy, ESOL (English for Speakers of Other Languages) providers
have struggled to adopt a cohesive approach to addressing functional
illiteracy in their learners. Furthermore, because most ESOL
teachers who have been trained in an EFL environment lack the
necessary skills, confidence and systematic approach to teaching
adult literacy they often neglect the basic needs of learners. These
learners in turn become de-motivated, lose confidence and fail to
achieve. The introduction of the ESOL National Core Curriculum and
better diagnostic assessment tools have only highlighted further the
commonly found 'spiky profile' of ESOL learners.
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