Bringing together vocational and ESOL tutors together to collaborate on embedding language learning in vocational programmes.
This project aimed to bring vocational and ESOL tutors together to identify teaching and learning approaches that could help to bridge the gap between ESOL and vocational courses.
ESOL and vocational tutors used observation and class discussion to identify where learners felt they required support with language for vocational learning. Learners identified work-specific vocabulary and understanding the spoken language of vocational tutors as areas for development. Tutors subsequently met to discuss possible interventions from a range of ESOL and vocabulary teaching strategies, which were implemented in the Spring term. The biggest impact of the project was the increased collaboration between ESOL and vocational tutors, raising awareness of the specific needs of ESOL learners. The college is now planning a further piece of work looking at embedding maths and English into vocational courses.
OTLA 8
6. Build positive and collaborative relationships with colleagues and learners - The most important outcome of the project has been the improved communication between teachers from different areas and learners. Vocational and ESOL tutors have met regularly, leading to a better understanding of each other’s subject areas and collaborative problem solving.
Learners have been consulted regularly about their perspective, leading to a greater understanding of their needs. While the project initially focussed on vocabulary learning, open conversations with learners generated a more nuanced view of the challenges of studying a vocational subject as an ESOL learner. This is leading to further work around the embedding of oracy in vocational learning.
10. Evaluate your practice with others and assess its impact on learning - The use of a visual template to record reflections has allowed teachers to quickly note the impact of new teaching strategies. Teachers have identified the most helpful resources for vocabulary building and refined their approaches based on learner responses and their own reflections. There have also been opportunities to meet with other tutors and share techniques. Tutors have invited learners to try a range of templates for recording vocabulary and choose which ones they find most useful. Impact has been assessed through observation of learners in class and through learner evaluations.
16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning - The project has focused on the English needs of learners. By consulting learners from the early stages of the project, a range of barriers were identified. Working collaboratively has brought a range of perspectives to the task of addressing learning needs. Tutors have shared and adapted templates and experimented with new ways to teach and practice vocational vocabulary. Methods have been adapted to suit different subject specialisms. For example, in Beauty there is a lot of technical vocabulary which can be explained through pictures and diagrams. Online matching activities have been used to help learners understand and practise the terminology.