ESOL
English for Speakers of Other Languages (ESOL) - is designed to cater to the language learning needs of individuals from diverse linguistic backgrounds.
ESOL is designed to cater to the language learning needs of individuals from diverse linguistic backgrounds.
The course runs from September to June, offering a full-time programme with classes at mixed proficiency levels ranging from Entry 1 to Level 1.
This structure ensures that students are able to progress onto courses within the college or go to university, confidently enter the workforce, or enhance their language skills for effective communication.
Throughout the academic year, students engage in comprehensive language development, covering speaking, listening, reading, and writing.
The curriculum emphasises skills such as effective communication, active participation in discussions, and improvement in spelling, grammar, pronunciation and punctuation.
Beyond the classroom, students have exciting opportunities including local trips, team-building activities, social action projects, and valuable work experience.
Classes take place during daytime hours, typically from 9am to 4pm, four days a week.
Our experienced and friendly team conducts a brief initial assessment in speaking, listening, reading, and writing to tailor the best options for each student.
ur integrated programme includes various learning strands integral to the course:
ESOL: Grammar, Reading, Writing, Speaking, Listening, and Pronunciation
British Culture
Maths – Functional Skills or GCSE
Tutorial Session (preparing for employment and further study)
Termly one-to-one personal reviews with an ESOL Progress Coach
Digital Skills
Work Experience – 30 hours
For those interested in joining our ESOL programme, please contact our admin office to schedule an appointment for an initial assessment. You can reach us at esol@lincolncollege.ac.uk
Whether you need learning or financial support, discover your options at Lincoln College. We are here to make your educational journey as seamless as possible.
