Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe Up until a few years ago, we had a problem that we knew wasn’t unique to us at The City of Liverpool College: many learners of English for Speakers of Other Languages (ESOL) were getting stuck when they reached entry level 3 ESOL and then dropping out. Normally, this is the point at which students progress onto vocational programmes. However, these courses do not always provide the right language support or learning environment that ESOL learners need. So, about two years ago we introduced a new suite of ‘ESOL into’ courses designed to break the cycle. They combine ESOL and vocational pathways for our learners who have reached Level 1 ESOL, where they then have the option to join a specific vocational pathway. Following the success of the first year, we now have eight vocational pathways for students to choose from, ranging from Plastering to Art and Design. Working with the local authority We first started to offer vocational taster sessions to ESOL students in 2023. That same year we successfully applied for and received Test and Learn funding from the Liverpool City Region Combined Authority as part of the local devolved adult education budget (Adult Skills Fund), helping to make our concept become a reality. We would encourage others to consider supporting specific learner groups and/or applying for the funding, which if available, enables organisations to design and support innovative pilot projects that help to engage learners, meet employer needs, address skill shortages. They are specifically aimed to facilitate innovative practise where there’s a safe space and flexibility for experimentation. For us, the programme has enabled us to improve ESOL learners’ participation in vocational education significantly. But it’s far from a separate project – it’s now part of our curriculum plan and embedded across many different subjects. Unlocking progression opportunities It’s been brilliant to see the students progressing on to the next level within the vocational courses. Two thirds of our current ‘ESOL into plastering’ students are continuing to the level 2 plastering course, while six of our ESOL into teaching assistant graduates have already taken up positions in local schools. For others, it’s simply about building their confidence as they work and study in a new language. Replicating the model There are many providers and colleges who are already running a vocational ESOL model in some shape or form. But we do truly believe that this comprehensive framework could help shape future ESOL programmes across the country, and it shouldn’t be difficult for others to replicate the model. The first step is to work with local authorities to secure funding and to sell this model as a way to benefit students and the local economy. This can take time: liaising with different strategic authorities and navigating complex funding structures are potential barriers that providers might face when implementing a similar programme. The next step is getting buy-in from all staff involved. In our experience, we’ve had nothing but positivity from both the ESOL and vocational teaching teams when it comes to teaching the new courses. They’ve all been heavily involved in the curriculum design and have told us that the new model is exactly what they’ve needed over the last few years. We have found that our “ESOL Into” model works particularly well where there are particular skillsets or terminology that the students need to master, for example, taking shorthand notes in health and social care, or describing pictures in art and design. In short, making sure that the students have the language to be able to follow a set of instructions clearly. This means that most of the pathways that we offer are vocational as opposed to academic subjects, with the exception of our ESOL in science course, which can act as an entry point into further academic study. The next challenge for us, and others, is to ensure that there are clear progression routes for all our ESOL pathways. It is also important that learners who may have other work or family pressures are aware that these vocational courses are a bigger time commitment than a standalone ESOL course. On reflection, the model has been a big hit with everyone in the college, students and staff included. We love it when ESOL students start to view themselves as vocational students – ultimately, it’s about building their confidence.