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7.4.3 FETAC ESOL ModulesAt the time of going to print, the recommendation from FETAC isthat its language modules are generic and that the generic languagemodules can be adapted to cater for ESOL students. However,IVEA experts and practitioners feel that many teachers will beapproaching ESOL for the first time and need inservice and specificand appropriate modules to successfully meet the needs of minoritylinguistic learners including asylum seekers and refugees. ESOL isthe most appropriate methodology for meeting the English languageneeds of this target group.31
8 PROVIDING SUPPORT SERVICES8.1 CHILDCARE SUPPORTSProviding crèche facilities is essential to enable minority linguisticlearners including asylum seekers and refugees to participatein Further Education. IVEA recommend that all F.E. educationalinstitutions, where possible, provide childcare supports for minoritylinguistic learners or make childcare supports available to them.The following section was supplied by Ms. Lynette Dowling,Whitehall College crèche.Advantages of Crèche AttendanceFor many parents the opportunity for their child to attend a crècheor day-care service allows them the chance to return to or toparticipate in Further Education. This is particularly important forminority linguistic learners, as they may not have the same back-upfrom family/friends that the general community usually has. Therefore,the support of having a childcare service greatly enhances theiropportunity to participate in education.For parents, a childcare service offers an ideal situation to meet otherparents and the prospect of building a support network of parents ina similar situation to themselves. Meeting and talking with childcareprofessionals also offers them support in rearing their child, throughhaving someone to talk to or share ideas with.Being in a crèche offers all children the opportunity to socialiseand mix with other children and adults and enjoy their company.A childcare service offers many opportunities for children to growand learn through providing:• Appropriate activities which emphasise the process of play andearly learning;• Adults who are responsive to their individual needs and interests;• A holistic approach to development and learning.Children attending a childcare service get the chance to mix withchildren who have different abilities and who may come from differentethnic, religious, and cultural backgrounds. Meeting and mixing withothers from different backgrounds widens children’s knowledge andexperience of people and is part of their education.this is the primary language children will use in school. It is, therefore,extremely important that children improve their English-speaking andcome to terms with local terminology and the type of language theymay hear in school. A childcare environment that has an organisedroutine and is focused around a child’s developmental needspractises skills that a child will need in an educational environmentwhen they move on to school.Being in an organised childcare facility offers a child a stable element intheir lives. Many of the toys, outdoor facilities, and play opportunitiesoffered in a childcare centre are unavailable to children in their homeenvironments. This is particularly true of minority linguistic learnersas they may have had many changes in their accommodationarrangements in a short time. Having their child in such a service nearto where a parent is studying offers comfort to parents and makes iteasier for them to maintain a commitment to study.Lynette DowlingWhitehall College Crèche.Department cuts in funding for childcare provision in July 2003constituted a backward step penalising the most marginalisedstudents including minority linguistic learners. Such cuts denyparents the chance to continue their education and prevent childrenfrom making rapid progress and integrating. Negotiations betweenthe Department of Education and Science and IVEA have resultedin some improvement in the situation. IVEA views childcare supportas vital to facilitating educational provision for many parents andparticularly to minority linguistic learners and disadvantaged groups.8.2 CAREER GUIDANCECareer Guidance is particularly important to minority linguisticlearners who generally lack the support and ‘contact’ networkthat Irish students have. In this context, IVEA recommends thatF.E. educational institutions and providers endeavour to offer acomprehensive career guidance service to minority linguistic learners(and all students).Attending a childcare service can also aid a child’s languagedevelopment. For many children of the minority linguistic group,English is a second language. However, as many will remain in Ireland32
Page 3 and 4: © IVEA, 20042IVEA wishes to thank
Page 5 and 6: contents667810101111131314141415151
Page 7 and 8: DefinitionsLegal TermsAsylum seeker
Page 9: Glossary of TermsAPVSCCAssociation
Page 12 and 13: Over one hundred delegates includin
Page 14 and 15: 2NATIONAL STRUCTURES2.1 CO-ORDINATI
Page 16 and 17: In co-operation with the Equality A
Page 18 and 19: 3.3.2 Report of the Steering Group
Page 20 and 21: 4PREPARINGTHE COLLEGE/CENTRE/PROGRA
Page 22 and 23: 4.3 INTERCULTURAL ANDANTI-RACISM PO
Page 24 and 25: The educational institution should
Page 26 and 27: Previous education *Has the learner
Page 28 and 29: Training and materials need to be d
Page 30 and 31: 7FOLLOWINGTHE MAINSTREAMCURRICULUM,
Page 34 and 35: 8.2.1 Experiences of Guidance Couns
Page 36 and 37: 9 CONCLUSION9.1 THE ROLE OF MANAGEM
Page 38 and 39: the situation of those who experien
Page 40 and 41: APPENDIX INATIONAL STRUCTURESThe fo
Page 42 and 43: (i) that one is a member of the Tra
Page 44 and 45: 1944, and section 11, a chief execu
Page 46 and 47: APPENDIX VCONTACT LIST OFSTATUTORY
Page 48: National Youth Development Educatio

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