The Framework diagram is underpinned by the five key principles that define the Curriculum Framework. Using the diagram as a starting point, the learner-centred approach is illustrated by placing the learner at the centre of ESOL learning and teaching. It is understood that any learning is negotiated between the learner and practitioner. This approach to ESOL can be applied in Scotland because we recognise that every ESOL learner is different in terms of their background and their reasons for developing their English language skills. This approach mirrors that taken in the Adult Literacy and Numeracy Curriculum Framework for Scotland and to have an ESOL Curriculum Framework along similar lines was a recommendation made in the Adult ESOL Strategy document.
Around the ESOL learner in the Framework diagram are the four areas of a learner's life that are considered when negotiating learning. The ESOL learner is recognised as having skills, knowledge and experience, acquired and developed in varying degrees, which are related to these four areas of life and which will continue to be developed and acquired through life and learning. Therefore, ESOL practitioners consider the past, present and future experience of the learner in their working life, family life, learning life and community life in relation to ESOL provision and practice
The contexts for learning and learning content reflect the motivations of ESOL learners and their reasons for learning English. With improved language skills, learners will have a greater understanding of their surroundings and the society and culture in which they live. This allows a learner to develop and to be able to assess critically how best to contribute to their society and surroundings. Employability, another context for learning, is a context that forms the basis of much learning content. Effective language skills are required by learners to access information and services in Scotland to secure employment. Moreover, those in employment can improve their language skills to progress in their chosen career path or to ensure they are continually kept informed of changes in work practice and policy, as well as to understand and be able to integrate into the culture of the working environment in which they work.
The ethos of lifelong learning is of fundamental importance to all ESOL learners who may come to Scotland from a variety of educational backgrounds as well as minority ethnic Scots who have gone through the Scottish education system. All learners should be given the opportunity to learn and to continue to learn in adult life and to develop their language skills. The delivery of ESOL therefore contributes to lifelong learning which underpins education in Scotland.
The context of citizenship sets the ESOL Curriculum Framework apart from other adult learning frameworks in that the focus and content of learning can be ultimately to achieve legal recognition of belonging to Scotland and the UK. Citizenship may be a given for many other participants in adult learning in Scotland, but one that is not taken for granted in ESOL learning where citizenship and the aspiration towards legal settlement in the UK is an important goal for many ESOL learners.
The outcomes embody principles of learning that are applied in all sectors of learning and education in Scotland and complement the guiding principles in the Adult ESOL Strategy for Scotland. The Framework sets a coherent and unified approach to ESOL learning and teaching in Scotland while striving continuously to enhance the quality of the learning experience of the learner.
The aim to have responsible multilingual citizens correlates to the Strategy’s principles of inclusion and diversity (page 5) where the cultures and backgrounds of ESOL learners are recognised and valued and have a place in Scottish society. English language development is a core value in this Framework as it contributes to the multi-lingual identity of the learner at the core of which lies the learner’s first language.
Successful language learning relates to the Strategy's principles of achievement and progression where successful progression into further learning is evidence of an ESOL learner’s ability to engage in learning and successfully acquire new skills, knowledge and understanding. This outcome reflects an ESOL learner's potential to develop personally through further learning, to contribute economically in employment and to take an active role in local community life.
Confident language users therefore, will have the language skills they require for their life in Scotland and a significant level of independence in their personal and social lives which aids inclusion and full participation in Scottish society.
Effective communication is evidenced by the quality of practice in ESOL delivery the principle of quality in the Adult ESOL Strategy (page 5) where the focus is on best practice in the teaching and learning of languages. An effective communicator will be able to use the skills and knowledge acquired and apply them critically and appropriately throughout life.
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