Description:
This book addresses the politically charged issue of citizenship and English language learning among adult migrants in the UK. Whilst citizenship learning is inherent in English for Speakers of Other Languages (ESOL), the book argues that top-down approaches and externally-designed curricula are not a productive or useful approach. Meaningful citizenship education in adult ESOL is possible, however, if it brings social and political content centre-stage alongside pedagogy which develops the capabilities for active, grassroots, participatory citizenship. The chapters deliver a detailed examination of citizenship and ESOL in the UK. They address a range of community and college-based settings and the needs and circumstances of different groups of ESOL students, including refugees, migrant mothers, job seekers and students with mental health needs. The book draws attention to the crucial role of ESOL teachers as 'brokers of citizenship' mediating between national policy and the experiences and needs of adult migrant students. The book links together language pedagogy and citizenship theory with the practical concerns of ESOL teachers and students.
Brief description:
Melanie Cooke is currently Lecturer in ESOL Education at King's College, London. Her books include Brokering Britain, Educating Citizens: exploring ESOL and Citizenship (2019, with Rob Peutrell), The Routledge Handbook of Language and Superdiversity (2018, section editor with James Simpson) and ESOL: A Critical Guide (2008, with James Simpson). She has published in TESOL Quarterly, Language and Education, Linguistics and Education, Language Assessment Quarterly, Journal of Language, Identity and Education and Gender and Language. She was a co-organiser of the ESRC seminar series 'Queering ESOL' (with John Gray and Mike Baynham) and has collaborated with Dermot Bryers and Becky Winstanley on several participatory ESOL projects, the most recent being the Leverhulme funded 'Our Languages'.
Review Quotes:
[This] book will appeal to, and have something to say to, anyone who hankers after a more progressive politics, especially in relation to the notion of citizenship [...] one particular strength is how it informs writing on ESOL by incorporating ideas of the dis-citizen and socially embodied approaches [...] It would be of great use to practitioners, academics, and students. I personally will be asking my undergraduate students to read sections of the book. As a text, it is a valuable contribution that focuses on the agency of ESOL teachers and their students.