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Alongside the usual NATECLA updates, at this term’s Network meeting we focused on:

ESOL's external influencers and decision makers - who are they, and how can we influence them?

Amidst the climate of growing hostility towards migrants and extent to which we're having to re-state the case for ESOL provision, we thought it would be useful to explore the range of external bodies that have at least an influencing role in the provision ESOL provision within England, e.g. Strategic Migration Partnerships, Strategic/Combined Authorities, the various government departments. We'll explore where and how there might be opportunities to engage more with these.

Ofsted's revised inspection framework

Following on from the wonderful session that Andreea Dear ran for us during December, we'll be recapping on recent changes to the Inspection Framework for FE and Skills such as those relating to inclusion and adaptation.

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Alongside the usual NATECLA updates, this term’s Network meeting focused on two hot topics:

ESOL Hubs and Single Points of Contact

A number of Strategic Authorities across England have developed (or are developing) single points of contact to manage ESOL referrals and matching with providers more efficiently. We'll explore the range of approaches being adopted, what has/hasn't worked and what our 'asks' should be when engaging with decision-makers.

The climate of hostility towards migrants

NATECLA has recently issued a statement deploring the growing climate of hostility and scapegoating of refugees, people seeking asylum and others who've made these islands their home; we've also called on all who reject the politics of fear and hate to speak up.

We're very conscious of the real impact these hostile discourses and events are having on ESOL learners and practitioners, and the need for us to be able to share insights in a safe/brave environment. We therefore spent a bit of time 'taking the temperature' and discussing practical ways we can support each other and defend the multilingual/multi-ethnic/multicultural society we all cherish.

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The session introduced the project in ‘Migrant Women in Business’, funded by West Yorkshire Combined Authority, and led by Migration Yorkshire in collaboration with the University of Leeds, The Entrepreneurial Refugee Network (TERN) and Skylight Ventures.

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Below you can find some of the historic policy papers and consultations NATECLA has engaged with - including our call in 2016 for an ESOL Strategy for England. We're very aware that the pace of change and range of challenges for ESOL providers and practitioners has quickened even more in the recent past, although you can always find our public statements on the news pages of NATECLA's main website.

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Alongside the usual NATECLA updates, at this term’s Network meeting we focused on three thorny issues: attendance, retention and progression.

We shared a few (fictional, but hopefully realistic) scenarios, as well as revisiting some of the real ones that have been shared recently on the ESOL Managers' Network WhatsApp group, to get the discussion started. There was then an opportunity to share your own ideas and experiences, and hear what others have attempted and/or found successful.

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How has your provision changed as a result of the adult funding changes for 2024-25? How do you see it changing for 2025-26? Are there any aspects of these changes for which you need further support or clarification?

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Network Meeting - Thursday 28 November 2024

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Network Meeting - Thursday 28 November 2024

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Agenda for the Network meeting on Friday 17 May 2024.

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Agenda for the Network meeting on Friday 17 May 2024.

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Please register at https://bit.ly/UK-Managers-May24

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The next ESOL Managers' Network meeting will have professional development and cooperation as its core themes.

Nathan Rogan from the Education & Training Foundation (ETF) will be joining us to talk about their ESOL Adult Education Teacher programmes, along with our own Chloë Hynes (who's also an ETF trainer).

Click on the link above to register.

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Unlock the power of All-in-One Online Membership Management And CRM Software. Tailored solutions to smooth operations, and enhance customer relationships.

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Network meeting - 17.11.23 - presentation

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Network meeting - 17.11.23 - presentation

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Continuing professional development for English language teachers, at all stages of their career, is essential.
At NATECLA, we realise that high quality, current and affordable practical in-house training, specifically tailored for ESOL departments, is in short supply. Utilising our network of highly rated teacher trainers , NATECLA has now established an in-house training service for further education colleges, adult and community education services and private training providers, including those in the EFL field, to support teachers and managers across the UK with developing practical teaching skills.

Our innovative and highly experienced trainers - all with varying experience and approaches - offer a wide range of practically-focused 90 minute, half day or full day sessions which can be tailored to your departmental requirements. Here's a small taster of what our trainers can offer:

Using authentic listening resources productively

Unlocking IELTS: A key to the exam for new IELTS students

Of course: Using a coursebook and engaging with emergent language

Good practice in developing ESOL resources

Getting creative with grammar teaching

Exploiting texts for lexis

Online tools to aid vocabulary development

Embedding ESOL in mainstream courses

Basic literacy for ESOL learners

Teaching pronunciation

Differentiation: stretching and supporting learners without over-stretching teachers

Giving effective feedback

Teaching unplugged - Dogme and ESOL

Task-based learning

Developing writing skills - moving learners on from E1

Designing digital resources and online tasks

Happiness and wellbeing in the ESOL classroom

Sessions range in price, according to trainer and length of session, but start from only £125 with significant discounts for NATECLA's Institutional Members. Why not consider NATECLA Training for your next staff development or in-house training day?

Find out more about:

NATECLA Consultancy

If you would like to know more about our consultancy services then please email: info@natecla.org.uk

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NATECLA (National Association for Teaching English and other Community Languages to Adults) is the national forum and professional organisation for ESOL teachers.

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Teaching ESOL in the post-16 sector: develop your practice (L5 module) - ETF

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Teaching ESOL in the post-16 sector: develop your practice (L5 module) - ETF

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Other relevant courses:

Giving your ESOL learners the best chance to pass Functional Skills English: https://booking.etfoundation.co.uk/course/details/1399/Giving-your-ESOL-learners-the-best-chance-to-pass-Functional-Skills-English

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On this course, you will:

explore approaches to understanding and responding to the language learning needs, motivations and barriers of different learner groups, e.g. refugees and asylum seekers

explore approaches to teaching all four literacy skills (speaking, listening, reading and writing), grammar and vocabulary

develop your linguistic knowledge (to support the analysis of learners' English language skills) and awareness of different theories of language learning

explore approaches to teaching basic literacy and working with learners New to ESOL.

consider how to integrate digital technology into ESOL classes.

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ETF Booking - Teaching ESOL in the post-16 sector: develop your practice (L5 module) - Course Details

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Bradford College: Teaching English to Speakers of Other Languages (Cert TESOL)

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Bradford College: Teaching English to Speakers of Other Languages (Cert TESOL)

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Teaching English to Speakers of Other Languages (Cert TESOL)

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The TESOL qualification can equip you with the basic skills and knowledge needed to take up employment as an EFL or ESOL teacher.

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Padlet ⬇️set up with the agreement of the UK & Ireland ESOL Managers' Network group. A space to share key course documents and any resources or links. Thank you - Rachel & NATECLA⬇️

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At NATECLA we have received a request for our input into a review of ESOL qualifications and the ESOL Core Curriculum, planned by the Department for Education and Ofqual.  The Bell Foundation have drafted a paper that outlines the changes they think are needed.  Essentially, they are saying the curriculum, and therefore the qualifications, which are all based on the curriculum, are not fit for current purposes.  The curriculum is based on the National Literacy Standards (designed for native speakers of English) and therefore needs to be overhauled to match what we know about learning a new language.  They want more focus on ESOL for work to be included, to meet current government priorities, rather than just ESOL for survival.

The Bell team wants to get sector-wide input, so they have launched a consultation on the paper and are asking for input from NATECLA and as many members of the ESOL community as are interested.   It's an issue that affects every ESOL teacher and learner, so please do read the paper and respond yourself, or together with colleagues.

The paper and survey questions can be accessed here  using the password: ESOLreview

The deadline for responses is 1st December, so please read, discuss and respond, and forward this to any other ESOL colleagues.

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Meeting Agenda- 17th November 2-3.30pm. 

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Meeting Agenda- 17th November 2-3.30pm. 

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UK ESOL Managers' Network Agenda 17.11.2023 V2

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Notes from breakout conversations 30.06.23

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Notes from breakout conversations 30.06.23

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As presented by Rob Sharples at our network meeting on 30.06.23.
Contact: Robert.sharples@bristol.ac.uk

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We investigated what happens when young people reach the end of compulsory schooling at age 16 and don't have the English proficiency skills to continue further study. Many go to college to continue their education but find themselves taking English classes as long as they have funding to do so (this typically runs out after three years).

We knew from previous research that teachers, schools and colleges work exceptionally hard to help young migrants continue in education. We wanted to know what they do already, what they think would be more effective, and what practical and policy challenges need to be resolved to make that possible.

We found dedicated and talented teachers trying to support learners with complex and often poorly understood needs, in a highly fragmented education system. There is a significant funding gap for these learners, who fall between the school-based and adult education budgets. There is also little coordination between professionals serving different needs (from mental health specialists to immigration solicitors to housing officials) and widespread assumptions about language and subject learning that limited students' opportunities to continue in education.

This briefing highlights a number of promising opportunities to overcome those barriers.

Policy recommendations

1. College programmes are best for innovative work.
Colleges are able to create innovative programmes of study with fewer constraints than schools. They have the organisational capacity to offer high-quality teaching and assessment. e.g. 'early college' programmes for learners aged 14-16, or specialist provision for learners aged 16+.

2. Specialist training for both teachers and leaders is needed.
Colleges are not always well equipped to support recently arrived migrant learners, who may have complex needs or insecure housing and legal status. Specialist training is needed for both teachers and leaders but does not exist at present.

3. A regional approach, bringing together different professions as well as student and community groups, is essential.
There is a lack of coordination between professionals, charities, community groups and others that serve each learner. A regional approach (which might focus on a city or county but is not limited to those boundaries) allows direct, personal contact that builds trust and encourages innovation.

4. Funding is challenging but not insurmountable.
Funders recognise the challenges and are keen to support innovative programmes but found this message did not always reach colleges.

5. Scalable models should be prioritised.
We found several examples of excellent practice but they rely on the experience and structures of individual institutions. Identifying scalable models would allow more learners to benefit.

Key Findings

Our initial research found significant structural barriers but also some promising opportunities to overcome them:

1. Limiting assumptions about language and learning
We found widespread assumptions that students must reach a high level of English proficiency before they could join academic or vocational ('subject') classes. Learners are therefore unable to progress in their learning. This is not supported by the research evidence, which points to combined (language and subject) courses as more promising.

2. Funding
There is a funding gap for 16-18 year old learners studying English language programmes at college. Further, some funding is limited to three years, which the evidence shows is not enough time to develop adequate proficiency in English. Combined (language and subject) courses are a promising way to resolve this, but may be more challenging to organise, staff and fund. We found some flexibility in funding which may allow new programmes to be developed, but this was not always apparent to the colleges involved.

3. Complex needs are not fully understood by providers
Learners who reach 16 with limited English are often those with complex needs and complex lives. These are not well understood in colleges, in part because they relate to experiences outside education (such as insecure housing and legal status, or mental health, or isolation). This means that enrichment and pastoral elements are particularly worthwhile, and that programming for such learners would benefit from input from non-education professionals.

4. Disconnect between schools, colleges and wider services
We focused on young people as they move from school to college, but found no systematic coordination between them. We also found that young people were involved with a range of professional services outside education but that there was little day-to-day coordination with the school or college. This resulted in significant gaps in provision and adverse outcomes.

5. Lack of scalable programmes
We found some excellent examples of innovative programmes but they are generally small-scale and difficult to replicate in the current environment.

Further information

Further funding was awarded by PolicyBristol from the Research England QR Policy Support Fund (QR PSF) 2022-24 to develop the Bristol Plan for Migrant Learners

Authors

Dr Robert Sharples, School of Education, University of Bristol (Principal Investigator), Jules Godfrey, School of Education, University of Bristol, Syd Ahmed, School of Education, University of Bristol

Dr Robert Sharples is a Senior Lecturer in Language and Education, in the School of Education, University of Bristol. He can be contacted by email at robert.sharples@bristol.ac.uk.

Jules Godfrey and Syd Ahmed are Research Assistants in the School of Education, University of Bristol.

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We investigated what happens when young people reach the end of compulsory schooling at age 16 and don't have the English proficiency skills to continue further study. Many go to college to continue their education but find themselves taking English classes as long as they have funding to do so (this typically runs out after three years).

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Respublica's ESOL for Skills report December 2022

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Respublica's ESOL for Skills report December 2022

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ESOL-for-Skills - Respublica Report Dec_2022

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Group run by Paul Sceeny, Naeema Hann and Rachel Öner. This network meets once a term via Zoom. There is also a WhatsApp group to reach out to other ESOL managers (joining details below) ⬇️.

If you are interested in joining NATECLA's policy or strategy groups, please contact:  info@natecla.org.uk.

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This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website.

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Learning English Together

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Resources for providers and funders

Supporting the ESOL Sector

Through a monthly ESOL newsletter, City Hall supports formal and informal ESOL providers and organisations supporting people with English language needs ESOL-relevant news, funding, training and job opportunities in the sector, and course vacancies.

In addition, we regularly collect and share case studies on innovative practice in the sector which promotes cross-sectorial working, partnership working and improves access to English language provision for London's diverse communities.

The Mayor's ESOL Plus programme funded innovative pilot projects in London that overcame barriers to ESOL provision for Londoners with English language needs, and promoted cross-sectoral working.

Click the button below to find out more about how City Hall is supporting the sector.

Local and regional coordination

City Hall, as part of the London Strategic Migration Partnership, leads on improving local and regional coordination of ESOL provision in London.

Find out more about GLA commission research, ESOL mapping, our ESOL Census map, and guidance and resources on ESOL coordination models in London and elsewhere, or subscribe to the ESOL newsletter to keep up to date on ESOL-relevant news.

Need a document on this page in an accessible format?

If you use assistive technology (such as a screen reader) and need a version of a PDF or other document on this page in a more accessible format, please get in touch via our online form and tell us which format you need.

It will also help us if you tell us which assistive technology you use. We'll consider your request and get back to you in 5 working days.

We use cookies to ensure that we give you the best experience on our website. View cookie settings.

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We have details of the many places where you can learn English in Manchester, Salford, Rochdale, Bury, Tameside, Oldham and Trafford.

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MESH (Migrant English Support Hub)
Find an ESOL Class: https://www.learningenglish.org.uk/

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Migrant English Support Hub (MESH) is a charity dedicated to supporting adult migrant language learners in the Yorkshire & Humber region.

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Almost 40 columns of resources and links, everything ESOL!

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The Certificate in English Language Teaching to Adults (CELTA) is an initial training course in English Language teaching. It is one of the range of Cambridge English certificates and diplomas provided for teachers and is placed at Level 5 of the UK government's Qualification and Credit Framework (QCF). CELTA is very widely recognised around the world and requested as a minimum qualification by most language teaching organisations.

Who is CELTA for?

The course is suitable for people with little or no teaching experience though would also benefit more experienced teachers needing a practical formal qualification in teaching.

Each year we welcome candidates from all over the world. Applicants have ranged in age from 20 to 70 and come from a variety of backgrounds including recent graduates and people looking for a career change.

Trainees who successfully complete the course would be able to seek posts teaching English to non-native speakers within the UK and abroad.

What are the entry requirements?

Ideally applicants should be aged 20+ though we may take suitable applicants aged between 19 and 20. Previous teaching experience is not required but may be helpful.

Trainees must have a standard of education equivalent to that required for entry into higher education. Competence in both spoken and written English and good language awareness and for non-native speakers a high level of fluency and accuracy is essential.

Is the course full-time or part-time?

At Cambridge Regional College we offer a choice of full-time and part-time.

The full-time course is a highly intensive, face-to-face, 4-week course: Mon - Fri; 09:00 - 17:15. We also offer an intensive 5-week course which includes a mix of face to face and online teaching or a 6-week fully online course with a break from teaching on Wednesdays.

The part-time courses offer more breathing space with a choice of an 8-week face-to-face/online (mixed mode) course across three days a week (Mon, Wed & Fri; 09:00 - 17:15) or a 15-week fully online course. For more information about the fully online and the mixed mode (50% face to face 50% online) courses, please refer to the FAQs below:
CELTA Online 15 weeks FAQs CELTA Mixed mode 5 weeks FAQs CELTA Mixed mode 8 weeks FAQs CELTA Online 6 weeks FAQs
At interview you can discuss which course would be more suited to your needs.

Will I need to study outside the course times?

Yes!

Trainees will need to spend further time in the evenings and at weekends on pre-session tasks, lesson preparation, completion of assignments as well as background reading and research. The four-week course is very intensive while the part-time course is less so.

What does the syllabus cover?

The course involves a minimum of 120 contact hours which includes input of teaching methodology, language awareness, 6 assessed hours of teaching practice and feedback, tutorial time, supervised lessons planning, 6 hours of classroom observation of experienced teachers, and four written assignments.

There are five units of learning:

Learners and teachers, and the teaching and learning context

Language analysis and awareness

Language skills: reading, listening, speaking and writing

Planning and resources for different teaching contexts

Developing teaching skills and professionalism

Can I see a sample timetable?

How is the course assessed?

Assessment takes place throughout the course and considers the trainee's overall performance.

There are two assessed components: being able to demonstrate successful planning and teaching and completion of four classroom-related written assignments.

All results are approved by Cambridge Assessment with standards monitored by an external assessor. Full attendance on the course is required.

You are required to practice teach at two levels for a total 6 hours. The students attending these classes are volunteer adult, multilingual learners of English. Trainees are divided into two teaching practice groups and will follow a teaching rota. Fellow trainees observe and contribute to the feedback given at the end of the day's teaching. Each TP session is observed by your CELTA tutor who gives written and verbal feedback to the trainees. You are given guidance about what to teach and there is tutor support while you plan and prepare your lessons. Greater independence is encouraged as the course progresses. A lesson plan must be provided for each session and the trainee provides the tutor with written comments once the lesson is finished. In addition to the lesson taught, the plan and the trainee's own feedback are taken into consideration when the tutor assesses the lesson.

There are four classroom-related written assignments; task one focuses on the learner, task two is a language related task, task three concentrates on language skills, and the fourth is a reflective task to identify your strengths and weaknesses, to show what has been learnt from your own teaching and from the observation of others.

Trainees are expected to use written language that is clear, accurate and appropriate to the task.

Your tutors will give you clear guidance about how to present the tasks and what needs to be included to pass. You may be asked to resubmit your work if it is not up to standard or does not cover all the necessary points. You are given deadlines to meet for completion and resubmission.

What support is there?

Guidance is given for teaching practice and there are individual tutorials to discuss your progress and to offer help where necessary.

How can I prepare for the course?

You will be given ideas regarding preparation at your interview and when you accept your place. It is important that you spend time to complete the pre-course task and consult books on the CELTA reading list. For applicants who have more time, we highly recommend signing up to a free online course run by Cambridge Assessment as part of their pre-course preparation - Exploring the World of English Language Teaching

Where does this course take place?

The course takes place at Cambridge Regional College, Kings Hedges Road, Cambridge, CB4 2QT.

Please see the college website for maps and information about our facilities.

The maximum class size is 12.

What about books and materials?

We will give you a book list recommending core reading and suggesting other titles you will find useful. You will have access to our CELTA library and other material in our Learning Resource Centre.

What support do I get after the course?

During the course, we offer advice on finding teaching jobs and possibilities for trainees post CELTA. We also regularly send our CELTA graduates information about job posts that come up.

All trainees are invited to our Facebook alumni page where they can network with other CELTA graduates working around the world and hear about job posts.

Facebook Page: ' Cambridge Regional College CELTA Graduates '

Read about where some of our CELTA graduates have found teaching posts on our Life after CELTA.

How much does the course cost?

The tuition fee for 2022/2023 for both the face to face and mixed mode course is £1520 and £1,600 for the fully online course which includes Cambridge English registration fees and materials. We also offer the Advanced Learner Loan to help with the cost. An initial non-refundable deposit of £350 is required upon booking.

This year, we are also able to offer partially and fully funded places provided the relevant eligibility criteria are met. You must have lived in the UK for the past 3 years to qualify and be living within the local area.

Information regarding how and when to pay your deposit/balance of fees will be given following a successful interview.

Is there any financial support available?

CELTA qualifies for partially and fully funded places providing you meet the relevant criteria, live in the local area and have been in the UK for the last 3 years. We also offer Advanced Learner Loans. The maximum loan is £811 and most UK nationals and residents aged 19+ should qualify. Eligibility doesn't depend on income and there are no credit checks - loans have to be repaid when the individual has both completed the course and is earning a specified amount (currently £21,000 p.a.).

Here is a list of eligibility criteria along with information on the loan application process.

Follow this link for further information.

Can you help with accommodation?

We can help to arrange accommodation in a homestay, halls of residence or shared house. Please follow this link for more information: Accommodation

Why should I consider taking the course at Cambridge Regional College?

Over the past 9 years, we have trained over 500 candidates, with a pass rate of 99%. We are currently the only centre in Cambridge that offers the choice of full-time courses, part-time courses and online courses. We also offer a competitive price for taking the CELTA in Cambridge. Our CELTA course is one day longer than most courses, allowing trainees a little more time to assimilate the information given on the first day; trainees will also meet and get to know their students in unassessed teaching practice before their first assessed lesson.

We are one of the few centres in the region which offer partially funded and fully funded places. We are also able to accept the Advanced Learner Loans. Please see 'Financial Support' above for more information.

As a student of the college, all CELTA trainees are entitled to free download of Office 365 and heavily discounted use of the gym at the sports centre. All trainees are also issued with a student card, which may entitle students to discounts in shops, cinemas and restaurants.

To hear what our CELTA graduates have to say about the course, please see our testimonials below and independent reviews on celtadelta.com

To read about a recent CELTA graduate's experience on the course, please click here.

How do I apply for this course?

Interested in this course? Contact the CELTA Team by email: *protected email*

Find out more about the CELTA application process - CLICK HERE

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99% pass rate, offering full-time classroom, part-time blended, and fully online teaching options. Join our 500 alumni on your CELTA journey with CRC.

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Join NATECLA - membership includes various individual or institutional rates.

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NATECLA (National Association for Teaching English and other Community Languages to Adults) is the national forum and professional organisation for ESOL teachers.

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Coming soon.
To be run by Norfolk County Council.

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Skills for life: A New Strategy for English, Maths, ESOL and Digital

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Skills for life: A New Strategy for English, Maths, ESOL and Digital

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Next stage 2021-2031

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Skills for Life_ A new strategy for English, Maths, ESOL and Digital

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The Cambridge Certificate in English Language Teaching to Adults (CELTA) is an initial qualification for those who want to teach English as a foreign language. No previous experience is necessary; this course will help you develop all the essential skills you need.

The CELTA qualification is awarded by Cambridge English Language Assessment, part of Cambridge University and is one of the highest regarded initial TEFL qualification in the world.

You can gain your CELTA qualification face to face in Norwich, fully online or as a mixed-mode course.

You will have sessions on methodology and language awareness, extensive teaching practice and have experienced tutors on-hand to help you every step of the way. You will also teach a real class for six hours, observed by experienced trainers who will give you feedback on how to develop your teaching.

As well as the supervised teaching practice and taught sessions, you will observe other classes, undertake four written assignments and have at least one individual tutorial. This step-by-step approach will broaden your knowledge of language and methodology, giving you all the skills you need to walk straight into the classroom.

The Cambridge Certificate in English Language Teaching to Speakers of Other Languages (CELTA) course provides practical, initial training in teaching English as a foreign language. No previous experience is necessary; this course will help you develop all the essential skills you need.

The CELTA qualification is awarded by Cambridge English, part of Cambridge University and is the most widely recognised TEFL qualification in the world.

You can gain your CELTA qualification face to face in Norwich, fully online or as a mixed-mode course. You will have sessions on methodology and language awareness, extensive teaching practice and have experienced tutors on-hand to help you every step of the way. You will also teach a real class for six hours, observed by experienced trainers who will give you feedback on how to develop your teaching.
As well as the supervised teaching practice and taught sessions, you will observe other classes, undertake four written assignments and have at least one individual tutorial. This step-by-step approach will broaden your knowledge of language and methodology, giving you all the skills you need to walk straight into the classroom.
Download Course Dates and fees
Cambridge CELTA Face to face

Cambridge CELTA Online - Part time

Cambridge CELTA Mixed Mode

Cambridge CELTA Extended Mixed Mode

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The Cambridge Certificate in English Language Teaching to Adults (CELTA) is an initial qualification for those who want to teach English as a foreign language. No previous experience is necessary; this course will help you develop all the essential skills you need.