Abstract

The curriculum process in ESOL in the UK follows a well-worn performative journey, emphasising outcomes and assessment as measurable products of learning, rather than the learners or the learning processes. I suggest that this does not reflect the reality of how ESOL learners learn language, and that many of the acquisition processes (interlanguage, uptake) are often unpredictable, and lead to false impressions of progress which fails to benefit students. This research explored an alternative model of course design, drawing on processes linked to critical pedagogy, rejecting formal pre-planned learning objectives in favour of emergent language (Meddings & Thornbury, 2009; Chinn & Norrington-Davies, 2023). Other research explores how these approaches can be used in a limited way (Gallen, 2014; Chinn & Norrington Davies, 2023) or where the researchers are relatively independent (e.g. Cooke et al, 2023; Auerbach, 1992; Morgan, 1998). A large further education college presented barriers to this with extensive audit systems based on an outcomes-led curriculum model.

The curriculum process which developed emphasised participation of the students;interaction between students, text, teacher and the social context of learning; and emergence of language at the point of need, rather than educated guesswork of traditional learning objectives.

This led to an extensive emergent curriculum, introducing a wide range of lexical and grammatical forms. Structured lessons, without traditional language objectives, were still needed although lessons also emerged in the moment. Barriers included backwash from ESOL exams and qualifications other than ESOL introduced to improve funding, although this was less extensive than expected. The approach could be challenging. but student feedback was positive on the course and the course content. Teacher control over course and curriculum remained and was expected by students; the role became curatorial – identifying affordances and working with those. This research proposes that this model can work well in a restrictive, audit-heavy environment developing a strategy which other teachers could use in this and other contexts.