Abstract
This paper introduces learners, teachers, educators and stakeholders to a complex of socio-political contexts in which TIE-SOL [teaching in English to speakers of other languages] is embedded in the education and related experiences. The methodology includes the author’s experiential knowledge weaved with extensive research and literature to explore language teaching as a set of practices situated in, and constitutive of wider social and political relations manifest through policies influencing migration, culture, language and literacy. The context includes ESL administration, curriculum and pedagogy, such as multicultural, immigration, indigenous and racism policies that often crosses borders. Educational and language policy ‘contexts’ are explored for what they include and what they exclude; for their influence, or lack of, on the framing of second or least commonly taught language teaching and learning encountered by immigrants, and ultimately not limited to ELL/TESL teacher and learner identity but all teachers and learners. In this writing, we are concerned with teaching and learning in a country in which English is the dominant language of a substantial, often monolingual, majority and learners need English to communicate in their daily life. As such, the paper aims to enlarge the view-point of Andragogy and Pedagogy of Language Learning and Teaching and Less Commonly Taught Languages by transitioning theory to practice through exploring the relationships between elements of social and political contexts such as students right to own language (SROL) and the impact upon language pedagogy, theory and professional practice in global education. The outcomes or results culminate as the researcher recommends a platform to improve planning, designing and implementing professional development and training for leaders, teachers, educators and individual to inform them about the impact that practice-based Pedagogy can have in eradicating language barriers that often affect the quality of life and learning for all people (296 words).
Highlights
This study recaps highlights from research that includes a primary focus on three areas that inform the importance of appropriate planning and design to develop curriculum in adult, post-secondary or K-12 education to advance language development programs, English skills and cooperation for educating immigrants who enter the USA or other countries
Language policy driving the culture of learning and teaching is rooted in American values
Research shared by NCOLCTL found that the one value that nearly every American would agree upon is individual freedom
Summary
This study recaps highlights from research that includes a primary focus on three areas that inform the importance of appropriate planning and design to develop curriculum in adult, post-secondary or K-12 education to advance language development programs, English skills and cooperation for educating immigrants who enter the USA or other countries. While many of the less commonly taught languages are critically important to our national and international interest in the 21st century, the low level of current enrollments jeopardizes the very existence of the relatively few existing programs, and significantly restricts access to language learning opportunities for the large majority of students in the United States [1]. Case-in-point: Imagine you have been selected to represent your country on a newly formed UN Task Force on migration, language and literacy policy in global contexts to develop a training program or courses to improve transition of ELL learners into a culture where English is the dominant language. You have been asked to serve in the capacity of an expert on education and will represent your organization or community (your school if you are a teacher, your company/organization if you are employed as an administrator or your university if you are a full-time student). The taskforce has been charged with mainstreaming a language and policy perspective into a learning environment appropriate for integrating into the U.S educational system
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