In 2013, the Department of Communies and Local Government launched a compeon to fund innovave community learning, which would encourage people to learn English and engage in their local communies. It sought to engage those who did not tradionally access formal ESOL provision. Creave English was one of 6 winners. It was rolled out naonally, delivered via members of the FaithAcon network in churches, mosques, gurdwaras and community centres. This partnership was significant as stascally members of a faith group are more likely to volunteer than other members of the populaon and the faith sector is also effecve in engaging those tradionally considered hard to reach (Dinham, Furbey and Lowndes 2009). Success was measured in terms of improvements in learner confidence and outcomes such as accessing health and housing services, further educaon, and new community acvies.


Meeng the needs of learners and volunteers


Wherever a Creave English class is running, people tell me they know about it through the laughter that rings out through the rest of the building. Creave English focuses on language for everyday tasks; it enables learners to talk to shop assistants, doctors, teachers and landlords. However, it uses a ‘soap opera’ style storyline to create emoonal engagement and fun for the learners as they pracce mundane, funconal language. For example, in my class this week, aer some games and exercises building vocabulary and sentence structures helpful in this context, we act out the character ‘Sylvia’ having to go for an x-­‐ray. The room erupts with laughter. The doctor has asked if she may be pregnant. She is 80 years old! The characters engage the learners emoonally and, although in this case there is a script, usually the interacons are improvised. This provides both the movaon to speak and encourages confidence for real-­‐life conversaons, as communicaon is supported by their tone of voice and gesture and one cannot predict what response will follow. Shared experiences, such as laughing and empathising with a character, build a sense of community, as well as providing a springboard for language.


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