This section of the website will be devoted to collecting data from countries around the world on their unique teaching and learning situations with respect to ESOL.

Below is a general ELT Map, authored by Philida Schellekens, the SIG Co-ordinator.

ELT I: PROFILE OF THE LEARNER AND THEIR NEEDS
	ES(O)L	EFL
Country of origin	From all over the world
Language
Culture
Age	16+	8+
Motivation to learn English	Mostly for work or study in the UK; some attend classes for social reasons.	Mostly for work or study; to a lesser extent for cultural, social or entertainment purposes.
Entitlement	No entitlement to language learning; classes mostly part-time and roll-on/roll-off; high drop-out rates.	Financed by self, family or employer.
Prior education, qualifications and occupational skills	From professionally qualified to no formal education at all.	The vast majority will have been formally educated and may have occupational skills.
Literacy skills	From illiterate in own language; to literacy skills in non-Roman script; to proficiency in several language scripts.	Usually high literacy skills and may have proficiency in several language scripts
Prior exposure to English	Increasing numbers have learnt English as a foreign language in their own country but many have no understanding of English at all when they arrive.	Most have learnt English previously in school, in language schools and/or in the work place.
Legal status in host country	Asylum seeker or refugee; ethnic minority mainly from New Commonwealth; otherwise people who have settled here from all over the world, including EU.	Short term working visitor/student from EU or with visa to study.
Socio-economic status in host country	A very complex picture - Many are of lower socio-economic status (even if of high status in own country) because they or their parents are under or unemployed. Isolation if people lack English language skills.	Paying visitors and generally in a more protected environment so status less of an issue.

ELT II: REQUIREMENTS FOR TEACHERS
	ES(O)L	EFL
Teacher training qualifications	UCLES CELTA and DELTA, PGCE in ESOL, Trinity and OCN qualifications. In future qualifications will fall under FENTO's successor (in England & Wales). Information about subject specifications	UCLES CELTA and DELTA; Trinity Certificate or Diploma; University degrees: PGCE, MA.
Knowledge and skills: general strengths	Good on context and understanding of people's needs; traditionally not so strong on rigour of language teaching but this is changing.	Good on rigour and context of language teaching; not so much attention on learner needs.
In-service training	Eg national curriculum training
Areas of specialist knowledge	Teaching literacy skills; dyslexia, careers advice, cross-cultural awareness, providing language support on mainstream courses	Knowledge of specialist areas eg English for business, ICT, law, technology and academic purposes

ELT III: PROFILE OF PEDAGOGY
	ES(O)L	EFL
Initial assessment	Mostly designed in-house; currently no measurement against common standards but under development. Language is rarely assessed in educational or occupational context.	Considerable variation in the EFL sector, with many organisations using published tests.
Curriculum	Currently teachers design own, stand-alone syllabus. ESOL curriculum (which is based on literacy standards for native English speakers) now out.	Students enrol on the type of programme which meets their needs. Published materials and textbooks provide much of the material.
Examination	Mostly no external examination. But if there is external accreditation at the end of the programme, this has a major impact on the curriculum.	If there is an exam at the end of the programme, this has a major impact on the curriculum.
Mode of delivery	Largely part-time general ESOL courses but full-time courses are on the increase. Some language support on main stream courses.	Classroom delivery for general EFL but also individual approach to teach EAP, ESP, English Plus.
Expectations & outcomes	Traditionally low level provision and low achievement. Courses mostly open-ended. Transfer to mainstream provision is not common but increasing, especially for young students. Tendency to refer to EFL courses for higher levels.	High expectations particularly in exam classes. Rapid improvement expected. Outcomes: exams, reports, feedback forms.
Resources	Teacher designed materials and realia as well as EFL materials.	Teacher designed materials and published EFL materials
Common Teaching styles
Special interests
Evaluation of effectiveness of teaching and learning	ALI and OFSTED inspections but not necessarily carried out by specialists	BASELT BALEAP ALI/OFSTED British Council EIBAS

ELT IV: PROFILE OF PROVISION, FUNDING AND QUALIFICATIONS
	ES(O)L	EFL
National policy	'Cinderella' status Adult Basic Skills Strategy Unit covers ESOL. Continuing issue: it is DfEE/QCA policy to see ESOL as part of literacy for native speakers.	Varies from sub-sector to sub-sector. UK government initiatives have an impact eg Education UK, the expansion of international students accessing tertiary education.
Entitlement to learning
Citizenship requirements
Providers	FE, adult education, training and New Deal providers, voluntary sector	Private language schools, FE colleges and universities
Funding	Huge variety of sources and programmes: LSC (in Scotland SFEFC), EU (ESF, SOCRATES and EQUALS), ES, charities.	Privately funded; some LSC funding for EU students.
Nationally accepted qualifications	EFL as well as ESOL qualifications eg NOCN; OCR profile, Pitman and some shift to UCLES and IELTS. New qualifications to be developed for national standards. Currently many learners do not have their language skills accredited eg 40% of FEFC students in 1997/98. In Scotland the SQA ESOL modules are available.	Mostly externally assessed: UCLES qualifications dominate but also ARELS, Trinity, IELTS, TOEFL.
Internationally accepted qualifications
The effect of globalisation	Increasing numbers of people wanting to learn English and settling in different countries will drive the demand for ELT upwards. Further blending of the three target groups is likely but current UK government initiative on basic skills may well counteract this.

1 ES(O)L refers to English for Speakers of Other Languages; and English as a Second language.
2 EFL refers to English as a Foreign Language