Literacy and ESOL - shared and distinctive knowledge, understanding and professional practice
This companion guide to the Application of the Professional Standards for Teachers of English (literacy and ESOL) in the Lifelong Learning Sector (LLUK, 2007) seeks both to explore in greater detail the body of knowledge, understanding and professional practice shared by literacy and ESOL teachers, while also highlighting some of the distinctive features of literacy and ESOL contexts.
The guidance has been produced to support the professional development of teachers of literacy and ESOL in the further education sector in England. It provides teacher educators, teacher trainees and teachers with a detailed discussion of the similarities and differences between the two disciplines. This will be useful in the design of appropriate pre-service training, in-service training and continuing professional development.
The guidance also signposts a wide range of resources to support delivery and assist teachers engaged in professional development.
For teacher educators the guidance may help to identify:
- where underpinning knowledge is shared and whether this can be applied in similar ways by both literacy and ESOL teachers
- professional practice in one discipline that may benefit practitioners in the other
For teachers and trainee teachers the guidance may help to identify:
- ways they could respond better to the individual needs of learners
- any gaps in their existing knowledge, understanding or professional practice, which could be addressed by professional development activities relating to the other discipline
- suitable professional development resources
Download (PDF)
Literacy and ESOL: shared and distinctive knowledge, understanding and professional practice (350kb)
Hard copies are available by request. Please email marketing@lluk.org.
