Language learning
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Abstract
A key aim of ESOL provision (the teaching of English to Speakers of Other Languages) is to enable the learner to participate in society. As a consequence, ESOL practitioners frequently determine the content of ESOL classes by analysing the situations in which the students need to use English-a 'situational needs' approach to content which is reflected in ESOL materials. This article suggests that ESOL learners are under pressure to acquire 'take-away' language skills for immediate communicative effectiveness; and that there is a consequent danger that communicative gain may be achieved at the expense of the longer-term development of the language system. Recent views on language acquisition imply that more attention should be paid to grammar when teaching languages. This article examines the relevance of these claims for the learning of English as an Additional Language. Classroom activities are outlined which aim to develop rule-based learning whilst retaining a focus on the ESOL student's communicative needs.