Learning beyond the classroom: developing beginner ESOL students through social action - case study by Youth Social Action Mentor

Learning beyond the classroom: developing beginner ESOL students through social action

Case study by Florence Smith-Drayson

Numerous studies have explored the effectiveness of ESOL (English for Speakers of Other Languages) classroom teaching and its various methodologies, with some criticisms of purely theoretical learning, many arguing that it does not adequately prepare individuals for the demands of the 21st century. In contrast, project- based approaches have been found to be particularly effective at fostering authentic conversation and real-life practice, as well as promoting other skill development. The Leeds City College 16-19-year-old ESOL campus, North Street, took on a social action project to create a garden on campus with their beginner students and the impact on the students was profound.