Defining informal language training

English language teaching and learning is a broad field than spans a range of different methods, contexts and activities. More specifically, “Formal Language Training” or "Formal ESOL" refers to the provision of ESOL that leads to students attaining accredited qualifications from a provider regulated by an appropriate national body. Delivery of formal ESOL is led by qualified tutors and follow agreed curricula. It is a very important route to English language proficiency, particularly for those requiring certification of skills and progression.

Equally important, however, is "Informal Language Training" or "Informal ESOL" which can often be more easily tailored to meet the different needs of a diverse group of learners, with different motivations, starting points and levels of confidence. Informal Language Training refers to language training provision that does not lead to accreditation or qualification and therefore often allows for more innovative, person-centred approaches, and is responsive to individual and local contexts and needs. It can take place in any location, may or may not have a pre-set curriculum and will usually be provided in a structured or semi-structured way, delivered by a range of people including volunteers. It can include confidence building, active citizenship and a whole host of leisure or community activities.

Examples of informal language training or ESOL provision include (the list is NOT exhaustive):

• Conversation sessions
• Language cafés
• Language exchange (where English speakers and speakers of other languages exchange teaching and learning)
• Volunteer teachers (home tuition or in community settings)
• Community-based ESOL
• Family-focused English language learning
• ESOL incorporating drama or creative arts
• Talk English (www.talk-english.co.uk)
• Creative English (www.creative-english.org.uk)
• Employment-related ESOL
• Work or volunteering-based ESOL
• Guided self-study
• Web or App-based learning

It is important to stress however, that informal ESOL does not mean lack of method, syllabus or organisation. In fact, a robust and structured approach to planning and delivery, underpinned by relevant language learning pedagogy is essential to support learner progress even in projects which deliver informal ESOL. Likewise, monitoring of attendance and progress are as crucial in informal ESOL provision as they are in its formal counterpart.  This being said, a range of different approaches can be utilised, and the focus is on learning in more informal, relaxed settings with special attention given to experience, social interaction and real-life contexts. Informal ESOL is particularly geared toward learners with low levels of proficiency and those who require building confidence and self-esteem. It also person-centred and dialogic, that is, it is not based on a top-down approach.

Learners across Lancashire should always be encouraged to attend formal ESOL courses, where they are available. The aims of informal ESOL are to complement formal ESOL classes, providing learners with opportunities to practice English, and provide alternative types of provision to learners for whom formal lessons are not the most effective method of learning, particularly those with no proficiency and limited experience of formal education.