Health Science

LCC, ESOL PROMO – FEATURE LENGTH DESCRIPTIVE TRANSCRIPT

Interviewees: Leila, LCC Teaching Assistant, former ESOL Learner (SPEAKING) –  Angelica, ESOL, Entry Level 2 student (SPEAKING) – Samira, LCC Teaching Assistant, former ESOL Learner (SPEAKING) 

Music – Atmospheric synths swell in the background, a piano plays a bright melody.

Scenery – The camera shows the front of a red brick building with a large sign that reads Seacroft Community Hub in blue text. A Post Office logo and Leeds City College logo are on either side of the text, and a window sticker below reads Deacon House. Then, footage of different welcome signs above doorways and entrances in the building appears. Each sign has ‘WELCOME’ written in large, brightly patterned text. Next to the signs and doorways are bright pink or mint green walls.

We are introduced to Leila, a Teaching Assistant and former ESOL Learner at Leeds City College. Leila has a light-tanned complexion and long black hair tied in a mid-ponytail. She wears a colourful patterned vest over a navy top. Leila sits on a blue sofa in a vibrant room with a magenta wall to her left and a bold geometric pattern on the wall behind.

Speaker: Leila – “I started my studying at Leeds City College, from entry-level English and then GCSE maths, and then I just did my teaching assistant course during the pandemic over two years. After I finished my studying, then I found a job as a TA, working for Leeds City College supporting adults. Always, when I’m supporting a student, I try to have a point of view, because I was a student and I think that I’m really close about how a student feels as an adult when they are learning. I know in the area maybe they’re struggling. Sometimes, with language, it’s a really big barrier for a student.”

Scenery – The camera shows Leila standing by a digital presentation screen, gesturing and speaking to a class. Then, it moves to Leila sitting at a desk adjacent to a student, closely observing their workbook and talking as she points to a page as they intently watch. As Leila makes notes, the student nods and gestures with their pen. The camera cuts to Leila with a different student, now seated next to each other, while going through a maths workbook with a calculator. Leila gently points a pencil across words in a sentence as the student writes and speaks.

Speaker: Leila – “As a TA, always, we try to have a just, close relationship with the students. And then because we provide, most of the time, one-to-one support to a student, then we know more about the student, their needs, and then we just try to do our best to support them. 

College is providing more than just one class in the week, and then there’s a lot of flexible opportunities for the student. They can attend a homework club, coaching session, there’s an iLearning hub in the college – they can come, sit down there. They are in the learning environment; they are in the studying atmosphere. They will not struggle in the college for anything. Making prints, having questions about their studying – always, I think, they can find somebody that can help them to find a solution for what they are struggling with.”

Scenery – The camera pans across a large, bright, empty classroom with individual wood desks, display boards, and upholstered chairs. A display board with brightly coloured posters reads’ Parts of Speech’.

We meet Angelica, an ESOL Entry Level 2 student who sits in a white, warmly lit room with a mannequin in the background. Angelica has chestnut brown, shoulder-length hair, a light, golden-toned complexion, and a sky-blue jumper.

Speaker: Angelica – “I came to the UK for the first time in 2019. At that time, I just talk Spanish and Italian- I didn’t any related to English. I wasn’t able to to understand or talk English. So I decided immediately I came here to – you know – apply to college because I realised that, being-talking English was a crucial barrier that I should overcome immediately in order to have A better job or to try to regain the status again. So when I apply, I waited for a year and then I was given a place at Entry 2. At that time, I was absolutely scared because I love languages – I really-really work hard, but English – oof – English was absolutely difficult. The phonics, and you know that… Yorkshire accent was difficult to understand! I felt like a-like a pariah – most difficult. I think – humble to say- that my English has been improving a lot in a way that I can now talk fluently. 

I wasn’t able – I wasn’t able to do many things. But at college, I found tutoring, I found people that were ready to help. And I found in college a web of support, pastoral support, and everyone that was involved with my problem really helped me. At this point, I would say that I am a very self-motivated person. I don’t need that – you know – someone chasing me. I know what I want and where I’m working, and I found that in college, the perfect support to achieve on my terms.” Angelica smiles and laughs.

Scenery – We are introduced to Samira, a Teaching Assistant at Leeds City College who was previously a student. Samira sits at a wooden table in an empty classroom with a pile of books on a counter in the background. The walls are a light peach colour, and at the back, large windows let in bright daylight. Samira wears a dark blue and coral-patterned top, has long dark brown hair with warm highlights, and has a cool-toned olive complexion.

Speaker: Samira – “I can remember the first days, when I came to Leeds City College, Enfield Centre. I had many barriers. The first and the most important, barriers was childcare – and finance as well. And, on that time, the college childcare advisor – she helped me to find a nursery

nearby my house. She called them and speak on behalf of me and book a placement for my kid, which I couldn’t sort it out myself.”

Scenery – The camera shows Samira enthusiastically speaking with a student. The student sits at a desk, speaking and smiling. Samira stands and leans over, adding notes and pointing at the student’s worksheet with a blue pen. They both smile and speak animatedly together. Samira writes enthusiastically as the student watches and gestures with their own pen.

Speaker: Samira – “At Leeds City College, always, there is an understanding that adult learners come with barriers and needs. I found ESOL department as a welcoming community of adult learners. And always people who work in ESOL department, they are just there for support and understanding students, and there is a real sense of friendship between staff and students.”

Scenery – The camera zooms in on a student carefully decorating a biscuit with a swirl of white and pink icing. We are then shown a student carefully painting a practice acrylic nail with a bold red varnish, another student gently lifting and observing a piece of machinery, and a student smiling and talking excitedly amongst fellow students in a reading group.

Speaker: Samira – “There is – there is a feeling, that it is too late… it says too late to go back to school. I’d like to say, learning is a lifelong journey, and it’s never too late to invest in yourself.”

Scenery – The screen fades to black before turning to light green. A black Leeds City College logo appears with text that reads ‘Courses for 19+ learners’. At the bottom of the screen, the black text reads: Visit leedscitycollege.ac.uk/adult

Music – The synths fade to silence, and the piano plays a final note.