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This Course should build on prior learning and develop the candidates’ knowledge of the language, their skills, and their ability to operate in defined contexts and to express and understand opinions.
This will be achieved by extending the range and complexity of the language encountered and by encouraging an increase in range, fluency and accuracy of language produced. Candidates will be expected to develop their ability to handle factual information, and develop their confidence to understand and use English in natural everyday contexts.
Learning and teaching should be related to the particular contexts the candidates operate in, such as school, further education college or community classes, and to their intended future work and study. Candidate-centred classroom activity will allow them to contribute to the planning of work and to demonstrate initiative and independence within a guided framework. Candidates should participate in a variety of activities such as individual, paired, small-group and whole-class tasks in order that each assessment context is fully prepared for.
Learning should be practical, skills-based and relevant to the candidates and their roles in the English-speaking environment in which they live, whether they are learning English in school alongside other subjects or are adults studying in a further education college or community venues. Opportunities should be provided to use language in real situations for real purposes and classroom activities should create a bridge with the outside world.
The Course materials used in the classroom should reflect the outside world in which candidates are operating. Where candidates are learning English in schools, further education colleges or community venues, Course materials should help candidates with their studies in other areas and with the systematic development of English language skills. Exposure to local accents is important and reading materials should be extracted from those that the student will be dealing with in everyday life in school or in the wider world.
Independent Learning
Much of the acquisition and development of English language skills must, by necessity, take place outside the ESOL classroom. Therefore, the importance of enabling candidates to become autonomous language learners should not be underestimated. Through actively encouraging candidates to become reflective and independent learners and explicitly teaching strategies and techniques for learning English, the teacher/lecturer can support the learning process. Teachers/lecturers should design programmes of work, plan classroom activities and assign homework that give students practice in learning on their own. Project-based assignments could form an important part of this process and contribute to the development of general study skills. Learners should be encouraged to set and review their personal language learning objectives and to take responsibility for achieving them through monitoring and evaluating their progress. Classroom activities that have a focus on goal-setting and self-evaluation will benefit their current English language learning and impact on their learning in the future.

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