1. Research Report For Community Revival UK 2016
Providing English Language Skills to EMG
(Ethnic Minority Groups)
Community in Manchester
Research Report for Community Revival UK
Abstract
With there being a considerable number of Muslims non-UK born, infact half the rate of
Christians it makes for a report to be produced as this. Focusing on education and training
in Manchester to understand what is the best teaching model for a language school and to
ascertain how Community Revival UK can manage teaching better for best outcomes.
Contact: Researcher I Yasmin Latif
Tel: 07403750677
E: yasmin1982@hotmail.co.uk
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2. Research Report For Community Revival UK 2016
1 Introduction
As from the 2011 census for England and Wales it has been shown to become more
ethnically diverse, with minority ethnic groups continuing to rise since 1991.1 However,
white ethnic groups have decreased from 94% in 1991 to 86% in 2011. And from the Office
For National Statistics we understand that there are more white ethnic group non-UK born
coming into England and Wales at 3,435 at 45.8% followed by Asian British at 2,443 at
32.6%. This shows the need for more language courses which are tailored to meet the
needs of ethnic minority groups, whose who are not born in the UK, who come from a
foreign country and into one whose first language is not English.
Though there are more Christians non-UK born there are considerable number of Muslims
non-UK born too, infact half the rate of Christians.
For the North West, specifically Manchester the population is 503, 127 in 2011 and 514,417
as of 2013 (according to Google) and within this figure the Muslim and No Religion groups
have grown substantially over the decade.2 Moreover, in Cheetham or Longsight there are
over 75% people with Muslim belief whereas Chorlton, City centre, Clayton and Ancoats
features ‘most often highest population of residents with no religion’.3
From these figures we can see learners would, from Black minority ethnic group, have to
travel to get to Chorlton’s learning centre there to tailor teaching to different learning of
BME groups is necessary, finding an extended or alternative solution is necessary. For the
success of the college.
Community Revival UK is situated in Chorlton from the above we acknowledge the following
aim or research question and objectives.
1 Office For National Statistics 2011, Census Analysis: Ethnicity and Religion of the Non-UK born Population in
England and Wales, 1th June, 2015.
2 Ibid
3 Ibid
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3. Research Report For Community Revival UK 2016
1.1 Project Aims
Our focus for this report is education and training in Manchester. The aim or research
question for this report is;
To Improve on current learning models and subsequently increase in number of students
joining.
Subquestions;
*What is the best teaching model for a language school focusing on the BME community?
*How can we manage better in terms of teaching?
*How can we best contribute to equality provision?
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4. Research Report For Community Revival UK 2016
1.2 Executive Summary
The feedback from the verbal interviews showed that;
• Majority wanted more interacting, speaking and games activities
• Majority thought the class has students who required higher learning (in other words
disparate mixed class)
• Majority potential students want a learning centre near to the city centre
For the management of teaching the following should be adopted;
• Extensive training of teachers – professional development
• Spreading best practice across teachers
• Appraisal process – rewarding excellent teaching
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5. Research Report For Community Revival UK 2016
1.1 Report Structure
Chapter 2 Background
Chapter 3 Design and distribution of questionnaires procedure
Chapter 4 Outcome and data analysis
Chapter 5 Conclusion; overall findings, scope of improvement and discussion of results
meeting the aims and objectives of research
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6. Research Report For Community Revival UK 2016
2 Background & related work
In this part of the report the focus will be on Community Revival UK current position in the
UK alongside other language schools and colleges such as English First and a discussion of
other language schools that have successful learning models.
2.1 Current Position
Out of ‘excellent’, ‘good’, ‘sound’ or ‘unsatisfactory’ Community Revival UK received ‘good’
in December, 2015. Needing improvement in areas of ‘sharing best practice in teaching and
use of technology in enhancing learning’.4
English First is a language school which concentrates on local English language training
courses whereas Community Revival UK focuses on English language for various career
paths. Community Revival UK currently do carry out reflections from a student on how they
felt the course went for them and what they could improve on after every lesson or course.
The teacher and management do reflect their aims of the college on these findings.
2.2
4 ISI Inspection report, Private Further Education, December, 2015
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7. Research Report For Community Revival UK 2016
English First option of learning online is more individual tailored whereas Bloomsbury
International, another language schools, offers English language courses for improving ones
English quickly at affordable prices gained an exceeding excellent in there ISI inspection
report. Bloomsbury International however uses modern technology to design lessons
meeting the individual learners’ needs.5 They believe modern study resources and
equipment play an important role in maximising ones English studies ensuring one
progresses rapidly achieving excellent in ISI inspections report.
2.3 Manchester Language Schools
There are 22 English language schools in Manchester according to Google search engine,
ranging from general English courses for everyday use to academic English programmes.
The English classes are face to face to online in various colleges.
2.4 Learning Models
One report conducted in October 2012, concluded that;
‘the integration of content and language teaching is critical for English learners to
develop the academic skills necessary to be successful in meeting high standards.
However, teaching must be adapted for these students to access grade-level content
material to develop the specific academic language.’6
The emphasis here is on teaching in a specific way that of ‘integrating content’ of teaching
and ‘adapting’ teaching for students to learn the English language.7 Another study founded
5 Weblink; www.bloomsbury-international.com
6 C, J. Echevarrfa, 2012, ‘Effective practices for increasing Achievements of English learners’
7 S. Linan-Thompson and S. Vaughn, 2007, ‘Research-Based Methods of Reading Instruction for English
language learners Grades K-4’
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8. Research Report For Community Revival UK 2016
on 20 classroom teaching English language from 10 different language groups identified that
using ‘explicit teaching’ and monitoring student progress and opportunities to practice all
boosted academic performance to the highest level.8
Explicit teaching is task-specific, teacher-led instruction good for reading skills. Assessing
student understanding and ability to complete the task independently.9 During instruction
in the class the teacher makes sure ‘that there are enough practice items so that the
students have multiple opportunities to use the target skill and receive feedback as
needed’.10 An example of Explicit Teaching is explained in11and in Youtube channel here;
https://www.youtube.com/watch?v=RyZ96QPlYCQ. And on engaging the student look at
Youtube link; https://www.youtube.com/watch?
v=cPeBwbFIOIo&list=PLWZNy10RFOFjTLvGFnP5nIeFPolriaDsc
These links show that it is possible to integrate explicit teaching in teaching English language and in
engaging the students in the classroom.
8 Haager et al, 2003, ‘Differentiating Instruction in Inclusive Classrooms : The Special Educators Guide’.
9 Tikunoff, 1983, ‘An Emerging Description of Successful Bilingual Instruction: Executive Summary of Part I of
the SBIF Study’
10 Same as (7) and W. Grabe, 1991, ‘Discourse analysis. Annual Review of Applied Linguistics 11’ and
B.Mclaughlin, 1987, ‘Theories of Second-Language Learning’
11 Weblink; https://www.youtube.com/watch?v=qXKHeeCeHHY
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9. Research Report For Community Revival UK 2016
3 Design & Distribution of
Surveys procedure
In this section the design of the survey will be discussed and the methods adopted to carry
out the surveys by the students and non-students (or potential students) of the college;
Community Revival UK will be explored.
3.1
The design of the surveys were arranged in collaboration with the principal of the
Community Revival UK (CRUK), however due to students lack of ability in the English
language the self – fill surveys were not distributed but verbal interviews were conducted
instead some on behalf of the principal and some by the principal. The layout of the surveys
suggested to find the age-range, gender and ethnicity and rating scale of how they rated
their experience of the language school, 80 percent of the survey was closed questions, like
this it could have been easily collated and an outcome defined – where possible prompting
their own feedback was given.
A copy of the survey design was given to the principal and the whoever was involved in the
verbal interviews with students and potential students. The layout of verbal interviews was
usually the following; asking how the students found the college they were attending, how
they were referred here. At times personal observation was conducted of the class and
teacher teaching. At times also verbal interview was conducted in groups, which makes for
an informal interview and the responses difficult to record as cannot really generalise from
one or two group feedback.
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4
In this part of the report the outcome and data analysis will be seeked.
4.1 Outcome
The feedback was from sixteen CRUK students and three classes group feedback and four
potential students, of which ten were adults six children and one of the classes has twelve
students in it. To shed some light on the results for CRUK we will look at sixteen CRUK
students and classes of group feedback.
4.2 Data Analysis
The sixteen students in CRUK were as mentioned ten adults and six children. Two adults
mentioned they would recommend CRUK on social media, one satisfied with feedback they
got from teacher. One of them would like more flexibility with timetable.
This particular student stated more could be done with student – teacher relationship – if
given more time. Both these students wanted more activities outside the classroom. The
eight remaining adult students of CRUK were all females and were students of two different
classes Lower Intermediate and Beginners.
Beginners level were the majority of the eight female students. They liked CRUK, they
stated that they were referred here. Another three students mentioned that the timetable
was not suitable. The particular students (three and another two) felt a student was in the
class whose English level was more proficient than others and that this affected on everyone
else’s learning. Lower intermediate level students a student thought the method of
teaching was nice.
Of the six children students, three had studied in the past. The six children like CRUK. The
observation from the interviewer was that teacher was using flip chart and internet to
translate and communicated with the children. There was good classroom management.
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11. Research Report For Community Revival UK 2016
The group classes feedback was from three different classes. Class one (twelve students);
the students particularly enjoyed speaking activities and games. They requested more
speaking activities. Class two; this class found the book they use was easy – teacher
interrupted and stated the book had challenging exercises. Class three; this group also said
they liked activities and games, one student said the class size was good. And one
complaint – internet is slow.
Four potential students; one student wanted a good educational technique which will allow
them to communicate effectively. Another potential student was concerned of the location
and time of classes. Two other potential students stated they needed a study place near
Manchester city centre.
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5 Conclusion
In this section there will be explored the overall findings, scope of improvement and
discussion of results meeting the aims and objectives of research.
5.1 Overall findings & Scope of
improvement
From these results we can see classroom management amongst child students does not
seem to be a problem. However, nearly all the adult students stated that the timetable was
unsuitable and that they wanted more speaking or in other words interacting activities this
is where explicit teaching may help (see links in chapter 2).
Half of potential students mentioned they needed a learning centre in or near Manchester
city centre. To consider to have a centre in the city centre would be advisable based on the
50 percent of potential students requesting this, though this could be overlooked if the cost
of the course is cut down which may attract more students to CRUK in Chorlton.
5.2 Discussion of results meeting
the aims and objectives of
research
What is observed from the findings is that both internally and externally the learning
model needs to adapt to the findings. The most important of all to provide more
interacting, speaking and maybe group exercises to really engage and motivate the
students. Externally, we found that there should be considered a base perhaps in the
city centre and subsequently to reduce the costs of course to allow for more students to
opt to choose CRUK Chorlton over every variable when deciding which college to choose
for quality English programmes.
Teachers also need to listen to their students feedback and adapt and reflect their
teaching meeting these needs for best practice. For CRUK also to consider professional
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development of their teachers and share best practice amongst all teachers in the
college. An appraisal process should be placed for teachers being rewarded for teaching
well.
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