Thinking Folk
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
The project focused on getting students to read more, to choose their reading material and to embed regular reading into every class.
This project aimed to investigate how to enable better two-way feedback with learners, drawing on digital tools that could be used in both remote and face-to-face teaching.
This project focused on how to promote a culture of inclusivity by supporting practitioners in learning more about neurodiversity with a view to generating a resource that would enhance learners’ reading skills.
This project was designed to encourage learners to read a wider range of non-fiction texts outside of the classroom and to view English not so much as a barrier, but as a gateway to vocational achievement.
This study explored the potential tension that exists between current funding and quality systems and realistic progression rates in ESOL.
This study explored whether expanding the vocabulary of vocational GCSE English resit learners would improve their grades.
This study sought to identify how the FE sector was performing against five key areas of opportunity with an emphasis on skills and mindset.
This study explored the experiences and perceptions of Pre-entry adult ESOL students and teachers at Derby College towards remote teaching, learning and assessment during the Covid-19 lockdown.
This study aimed at designing and exploring strategies to improve the outcome of learner performance in Functional Skills and GCSE English.