Abstract
This case study aims to present a 36, online, beginner, intensive course of English for Speakers of Other Languages (ESOL) which addresses six young adult migrant students and is to be implemented in a non-formal educational context in Western Greece. The curriculum combines both synchronous and asynchronous distance learning principles and the presentation-practice-production (PPP) teaching method. The authentic, real-life activities integrate digital tools and aim to enable students to acquire basic English corresponding to A1-A2 levels of the common European framework of reference for languages (CEFR) to communicate effectively in simple everyday situations. Technology-enhanced language learning (TELL) principles are also employed as the learners practice individually on Google Classroom platform using simple digital tools. Finally, some reflective comments aim to highlight the strengths and weaknesses of this course and help for further improvement before its implementation.
TopIntroduction
This chapter presents an overview of a e-course curriculum which was created to fulfill the requirements of the Practicum of the Master of Arts in Language Education for Refugees and Migrants of the Hellenic Open University. The e-course focuses on a content curriculum which uses the Presentation-Practice-Production (PPP) method and Technology Enhanced Language Learning (TELL) to teach adult migrants Basic English of A1-A2 levels of the Common European Framework of Reference for Languages (CEFR) using a range of highly engaging and free internet resources that appeal to the personal interest and needs of the learners.
It is important to highlight that the present curriculum was meant to have taken place in a non-profit volunteer, organization dealing with migration problems in an urban area in Achaia, Western Greece in February 2020 and would have been implemented in response to the pandemic COVID-19 restrictions, which prohibited any social interaction including face-to-face lessons. Yet, due to the lack of students’ attendance and the general insecurity for the consequences of the pandemic, the e-course was not possible to be pilot-tested. Therefore, the strengths and any possible shortcomings and weaknesses of this e-course stemming from the lack of internal and external evaluation can only be visible after pilot testing.
Key Terms in this Chapter
Migrant: Migrant is a person who changes his/her country of usual residence, irrespective of the reason for migration or his/her legal status.
ESOL: English for speakers of other languages refers to the teaching of English to students whose first language is not English.
Receptive Skills: Receptive skills are reading and listening because they involve receiving information.
PPP: Presentation-Practice-Production is a three-staged method of teaching used in language teaching. The teacher presents the target language and then the students practice it through very controlled activities. In the production stage students produce the language in a free context.
Google Classroom: Google Classroom is a simple learning platform with similar functions to social media platforms such as Facebook with which students are familiar.
Productive Skills: Productive skills are speaking and writing because they involve producing words, phrases, sentences, and paragraphs.
CEFR: The Common European Framework of Reference for Languages is a guideline used to describe achievements of learners of foreign languages across Europe and worldwide. The CEFR is a widely used tool to describe learners’ language abilities at six levels of gradual proficiency (A1, A2, B1, B2, C1, C2), which provide a basis for comparing second/foreign language curricula, textbooks, courses, and exams.