2.8.1 English as a Second Language (ESOL) and SEN: policies and practice
Welcome to chapter 8 of the 'Policies, pastoral care and practical applications' module. The final chapter of this module will narrow the focus slightly from the broad overview of policies and pastoral care we have so far examined. This chapter discusses specific policies, practices and strategies which a teacher may implement to support two different kinds of learners. Firstly, we will discuss learners who have English as a Second Language (ESOL) pupils. A language barrier is an issue which inevitably impacts upon a learner's progress in the classroom, therefore it's vital to have a strong understanding of the mechanisms in place for supporting these learners. Next, we will review the policies, practices and strategies in place to support SEN learners. This is especially interesting, as SEN encompasses a huge number of varying needs; we must ensure that whatever the learner's need, we have a strategy to support them. While we will examine the needs of SEN learners in more detail in module 4, we wanted to emphasise the specific policies and practices related to SEN education within this chapter.
Goals for this section
- To understand what policies, practices and strategies are implemented to support ESOL learners and SEN learners.
Objectives for this section
- To be able to explain what the support mechanisms for ESOL and SEN learners are within educational institutions.
- To be able to identify the benefits and limitations of the mechanisms currently in place to support these learners.
- To understand how to implement policies, practices and strategies within the classroom to ensure the best outcomes for ESOL and SEN learners.