ABSTRACT
This chapter focuses on a project called Whose Integration?, which presents as an example of an emergent syllabus. It begins with a brief description of the main features of participatory pedagogy and how it has been adapted for the teaching of English for Speakers of Other Languages (ESOL) to adults in the UK. The chapter concerns primarily with pedagogic approach rather than the theme of integration itself. Participatory pedagogy has been practised by a minority of educators in the UK since the 1970s, particularly in the teaching of adult literacy. Participation in genuine democratic processes requires that citizens partake in debate and have their voices heard, and education has long been seen as a forum for enabling people to acquire the skills to do this successfully. The chapter concludes with some reflections on the strengths of participatory approaches in contrast to dominant ESOL practices, and their potential for language and literacy development and social action.
