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EOSL Specialist - Part time - Lowestoft - East Suffolk
Remedy are looking for a ESOL Tutor to support in a school in Lowestoft, dedicated to supporting the educational and personal development of all our students, including those from asylum-seeking backgrounds. Our commitment to diversity enriches our school community, and we are seeking a passionate EOSL (English for Speakers of Other Languages) Specialist to join our team.
Role Overview:As an EOSL Specialist, you will play a crucial role in supporting asylum-seeking students in their transition into the school environment. You will provide tailored language instruction, foster an inclusive atmosphere, and work closely with staff, students, and families to ensure every student feels valued and empowered to succeed.
Key Responsibilities:
- Develop and implement engaging EOSL programs tailored to the needs of asylum-seeking students.
- Conduct assessments to identify language proficiency levels and learning needs.
- Provide one-on-one and small group support to enhance students' English language skills.
- Collaborate with teachers to create inclusive lesson plans that accommodate diverse learning styles.
- Facilitate cultural integration and promote understanding within the school community.
- Liaise with external agencies and support organizations to ensure holistic support for students and their families.
- Provide training and resources for staff to support EOSL learners effectively.
Requirements:
- Relevant qualifications in teaching English as a second language (TEFL, TESOL, or equivalent).
- Experience working with asylum seekers or in multicultural educational settings.
- Strong understanding of the challenges faced by asylum-seeking students and their families.
- Excellent communication and interpersonal skills.
- A commitment to fostering an inclusive and supportive learning environment.
- Ability to work collaboratively within a multidisciplinary team.
If you are interested in this role then please apply now or call Sophie at Remedy for more information .
