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[JT] Thank you for coming to listen to us today.
Id like to start by saying that the Action for ESOL campaign was a success. We went right up to the wire in August before an announcement was sneaked out from BIS and there has been a funding cut to ESOL but not a more significant one than to other curriculum areas and many departments have been saved as a result. This time last year I thought ESOL would virtually disappear from many colleges but in fact, this academic year in my college we have the same number of students as we had last year.
Im going to talk a bit about the nature of the cuts we faced and then try to give you a picture of the amazing Action for ESOL campaign.
Its worth noting that a whole raft of cuts were announced after the Comprehensive Spending Review in 2010, all of which had a disproportionate and cumulative effect on Adult ESOL. What were these cuts? [slide 2]
4.3% cut in funding for adults 2011/12
Removal of 1.2 programme weighting for ESOL and Literacy
Work-based ESOL no longer funded
The end of the discretionary ESOL Learner Support fund
Learner contribution rose to 50% - and most importantly from the students point of view
Learners on inactive benefits not entitled to fee remission
What was the impact?
[slides 3 & 4] We worked out that about 700 of our 1,100 adult ESOL students were on inactive benefits and a further 80 fee payers had been supported through the discretionary ESOL LSF. 75% of those affected were women. Most of those who were not affected were doing very part time courses in the evenings. Only 15% of daytime students were paying fees. More than 20 full time and fractional lecturers and forty plus sessional tutors faced losing their jobs.
This gloomy scenario was repeated across all colleges offering ESOL in England.
It was against this background that the Action for ESOL campaign was formed in January 2011.
It is actually quite hard to explain what the Action for ESOL Campaign looked like other than to say it was multi pronged, from the grassroots (students and teachers) to voluntary sector organisations like Refugee Council, to trades unions, 鶹 in particular of course, and the ESOL professional association, NATECLA and others to being supported (albeit at a distance) by various quasi governmental organisations like NIACE & AoC. There were many shades of opinion in the campaign, but generally everyone worked brilliantly towards our common goal.
The campaign was also multi pronged in terms of the approaches to campaigning and communications we used, which included using existing networks such as 鶹 and NATECLA branches, existing ESOL email forums, a google group, Facebook, Twitter, establishing a website and sharing videos on you tube and, of course more traditional campaigning in the form of writing to MPs, ministers and the press, holding public meetings, banner making and some really creative and lively protests. You may have heard of the taped up mouths [slide 5], the ESOL Fest or the make a noise for ESOL day? [slide 6]
So what was so good about it and how did we get the government to pull back?
I think that everyone played to their particular unique strengths 鶹, NIACE, Refugee Council and AoC exploited their parliamentary links and press contacts. NIACE and Refugee Council organised a parliamentary meeting at which many students told their amazing stories and patiently explained why ESOL is so important to the likes of the conservative Lord Boswell and Lib Dem Baroness Sharpe as well as a number of Labour MPs.
The urgency of the situation was also unequivocally highlighted and reinforced by the huge amounts of correspondence clogging the post bags of local MPs and ministers. Civil servants at BIS told us they had received over 1200 separate pieces of correspondence about ESOL cuts. I'm also sure David Cameron enjoyed reading the 10,000 signature NATECLA petition delivered to him on 24 March and no doubt noted the comments from our high profile supporters including Ken Livingstone [slide 7] (who also visited several colleges to lend his support), Michael Morpurgo, Bruce Kent, Noam Chomsky and Ken Loach as well as thousands of messages from students.
Heidi Alexander, MP for Lewisham East, [slide 8] went to visit a group of ESOL students in her constituency and was moved to ask a question at PMQs as a result. She was so disgusted by the answer she received that she balloted for and secured a Westminster Hall Debate on ESOL which John Hayes, the minister had to attend. Many MPs spoke at this and John Hayes promised an Equality Impact Assessment on the cuts.
Mel's going to talk a bit more about the grassroots campaign and the press coverage now.
[MC]
The governments approach to ESOL funding is hypocritical and unjust: on the one hand they exhort people to learn English to integrate and cohere while at the same time removing the opportunity to do so [slide 9]. This is only too transparent to ESOL teachers and students. Students in particular do not need us to point out the causes of the ESOL cuts and their potential impact on working class and ethnic minority communities.
It was awareness and anger amongst students and teachers that drove the amazing level of grassroots involvement in the Action for ESOL campaign: students and teachers wrote testimonies, made teaching materials, blogged, tweeted, made banners (slide 10), organised meetings, demonstrated, (slide 11) picketed, chanted, made films (slide 12), had teach-ins, gave interviews and spoke at Parliamentary meetings. The creative, innovative and eye-catching actions of students and teachers drew the attention of local and national media the campaign featured on the BBCs southeast at 6 (after Old Palace Yard on 24th March), on Newsnight, in the Guardian, the Times, the Independent, the Evening Standard, local newspapers, local radio, radio 4s Womans Hour and of course all over the Internet and on the day David Cameron made his infamous multiculturalism speech in April of last year, in which he said that people who didnt speak English caused discomfort and disjointedness in local communities, we even trended on Twitter!
In fact, thanks to their involvement in the campaign, students engaged in a level of political participation and active citizenship that the government cannot have meant to encourage back in 2002 when they introduced the citizenship test with the excuse that people from migrant communities didnt know enough about the UK and how its systems and institutions work!
Some of the most outstanding campaigns were fought locally at e.g. Greenwich Community College, Lambeth College, Hammersmith and West London, Castle College, Nottingham and many other places. One of the reasons for the success of local campaigns e.g. at GCC, was that management realised the significance of the threat not only to ESOL but to the college as a whole and to their whole sector. Teachers and students at Greenwich were actively supported by their principal, senior management team and marketing dept and the publicity which the campaign attracted was welcomed rather than discouraged or hushed up sadly not the case in some parts of the country where teachers and students were effectively gagged.
[miss out if no speakers etc.]
To give you a flavour of the actions of students and teachers I would like to show an excerpt from a video made on the ESOL day of action last March 24th this was made by a group of women on a project called Welcome to the UK (directed by Karen Dudley of Learning Unlimited). The students had been learning every step of the film-making process from how to handle a camera, how to do interviews, how to story-board and so on. The students used their new skills to make this impromptu film which gives us a grassroots view of the campaign from those most directly affected.
Show video (2 minutes)
The Moroccan woman, Fatiha, who you see on the video had never been on a demonstration before she later told me that this was one of the most exciting days of her life.
What this video shows is what students can do when they are facilitated by participatory pedagogic methods. For me, the link between teaching and learning, empowerment, activism and action was one of the most important parts of the campaign in many classrooms last year, thanks to the threat hanging over them, students and teachers not only engaged with pressing contemporary issues but with language and literacy way beyond their designated levels; in the process they learned more and thought more analytically and critically than they were ever likely to have done in a standard ESOL class. [show two slides of THC work]
The link between politics and our professional practice is something that the campaign went on to explore in more depth. Using participatory methods we held two seminars which culminated in the ESOL manifesto which we launched last week at Carlow Street hopefully you should all have a copy in your packs. The idea came out of the concern that ESOL was being put back into the margins, and that everything we had learned and gained over the previous 10 years was at risk. ESOL has long fought from a defensive position, struggling to defend the ground we have gained in what remains a Cinderella subject in a Cinderella sector. But given the huge threat to our profession, we realised it was crucial that teachers themselves not Ofsted inspectors, or managers, or policy-makers put out a statement of our priorities, beliefs and values to strengthen our collective professional identity and to be more ready to defend ourselves against the next threat.
The ESOL manifesto represents the voices of probably around 100 contributors and is a broad statement of what we believe, want and care about. It covers a whole range of issues from funding, to language rights, to multiculturalism. Importantly, it links pedagogy, professionalism and politics, and places the need to defend ESOL against the background of wider struggles, i.e. the struggle to defend adult education as a whole and the struggle against the marginalisation of working class migrant communities.
So here are three key points we thought wed highlight from the manifesto:
1. We say in the Manifesto that the opportunity to learn the language of the community in which you live is a human right. We hear a lot about the responsibilities of migrants. We hear much less about their rights. So we advocate an entitlement to language education and for reliable, sustained funding. We also recognise the social and economic contribution migrants make to the UK and also the fact that language is used as a proxy for race.This could well is a long term demand for which we need to be lobbying.
2. We say that ESOL provision should be accessible, comprehensive and integrated. We talk about reaching out to communities and providing routes onto vocational and academic courses. We recognise that good language education is crucial not only for getting by in a new society or finding work but to have the tools to make a difference. But we recognise that ESOL students are a diverse community and that well-funded provision should reflect our students different needs and circumstances. This means defending and extending the provision that we already have but also thinking about our pedagogy and how best to respond to diversity.
3. We say that ESOL teachers have both a right and responsibility to engage with politics and policy that affect students, and ourselves. This is crucial and gets to the heart of the question of what it means to be an adult educator. There is currently a big debate over teacher professionalism in FE. But we wanted to make it clear that as teachers, we are not simply technicians whose sole function is to get outstanding lesson observation grades. Rather, the Manifesto is the work of what we might call activist-professionals whose primary loyalties are to our students, our communities and to our profession. As educators and (indeed) as citizens we have both the right and the responsibility to engage with the politics and policy that affect our students and ourselves.
Not everyone in the ESOL community supported the campaign or agreed with the manifesto and what it says.But if nothing else, we hope it will encourage others to engage with the ideas in it and get involved and have a say in the future of our profession and the students we serve. We also hope that it will contribute to the larger struggle, i.e. to the defence of public education, the theme of this conference because we need to remember that ESOL student of today is the worker, or college or university student of tomorrow, and an attack on one part of our sector is an attack on us all.
Thanks for listening.
Jennie Turner and Melanie Cooke
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