Voice activated: a transformative approach to language learning

ABSTRACT

This article explores a cross-disciplinary collaboration within English for Speakers of Other Languages (ESOL) provision for adults born outside the United Kingdom (UK). By foregrounding collaborative practice between a language practitioner and an artist, we offer a practical experience of working beyond and besides language which offers both an example and a challenge to academics seeking to analyse arts-informed educational practice. We propose that attention to voice in ESOL can make a significant contribution to achieving the complementary aims of confidence in the target language and developing multilingual, multi-directional community integration.

Este artículo explora una colaboración interdisciplinaria de la enseñanza del inglés para hablantes de otras lenguas (ESOL) nacidos fuera del Reino Unido (RU). Poniendo en primer plano la práctica colaborativa entre un profesional del lenguaje y un artista, ofrecemos una experiencia práctica más allá del lenguaje, presentando tanto un ejemplo como un desafío para los académicos que buscan analizar la práctica educativa a través de las artes. Nuestra propuesta, basada en la atención a la voz en ESOL, contribuirá significativamente en los objetivos complementarios de confianza en el idioma de destino y desarrollará la integración comunitaria multilingüe y multidireccional.

KEYWORDS:

• Voice
• ESOL
• intercultural
• communication
• language teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 https://www.gov.uk/life-in-the-uk-test.

2 A Fresh Start: The Moser Report 1999.

3 For more information, see Macdonald (2019) or visit www.beyondthepage.org.uk.

4 United Kingdom Independence Party.

5 www.naturalvoice.net.

6 Visit www.beyondthepage.org.uk for research videos and interviews.

7 Contact Jodi at www.wantsumarts.co.uk for more information.

8 Named by members of the first group, to recognise and acknowledge commonalities across ethnic, linguistic and religious differences.

9 Names withheld at their request.

Additional information

Notes on contributors

Sheila Macdonald

Dr Sheila Macdonald is a social worker, ESOL researcher and practitioner, and has written and taught on equality issues for over 30 years. She is passionate about enabling safe spaces for women to develop their potential and uses a critical feminist perspective to explore the lives of migrant women language learners. Publications include All equal under the act? A practitioner’s guide to the children Act 1989 (1989), Out in the classroom: Exploring LGBT lives and issues in Adult ESOL (2014), ‘Migrant Women, Active Citizens’ in Cooke and Peutrell (2019) Brokering Britain.

Jodi Watson

Jodi Watson (BA Hons Theatre Practice) is a Natural voice and Community Arts practitioner with over 20 years’ experience in production, making and performance around the UK. Her passion is live raw energy exchange, and she delights in creating opportunities within her community for meaningful connection. Jodi has developed singing for those with dementia and their carers as well as community choirs, encouraging allcomers to find their voice.