Laying the foundation for successful language learning.


Click on any of the lessons below to start learning:

BIRDGES to ESOL: Lesson 1






These lexical language mats help learners access essential knowledges in the areas of health, travel, work and education as well as key every day information.  The vocabulary, which has not been bound by level, and have been translated by an amazing group of volunteers.  They are currently available in nine languages with more languages to follow in the coming weeks.  


These flyers - which are available in 20 languages - give leaners direct access to the online learning content without the need to struggle with keying in website addresses or navigating the project website pages.  Leaners simply scan the QR code wtiht the phone or tablet, and then they are taken directly to the interactice learning content.  


This fully-interactive Pre-A1 ESOL programme has been designed as the first step on the pathway to success.  It aims to help learners start to develop basic language skills as well build confidence in language learning.  The lessons are highly focused on essential vocabulary as well as some basic grammar so that learners can start engaging with everyday situations in schools, health care, employment and when getting around the local area.  The interactive content allows learners to take control of their learning by reviewing, repeating and reusing the language in each lesson as many times as is needed.  Each lesson ends with a quiz to check and confirm understanding.  However, as ‘assessment for learning’ is used throughout, learners are empowered to reflect and correct any errors they make while end of lesson quizzes can be taken as many times as desired.  To accompany the online lessons, there are a currently a downloadable learner dictionary and a downloadable 128 page workbook.


The BRIDGES to ESOL online lessons were designed to be used in an Enriched Virtual Model of blended learning where learners can engage with the content asynchronously and independently at home, at work or on the go on their digital devices.  However, these online lessons can be delivered using a range of blended learning models that best suit learners’ needs.  If used in a tutor mediated context, the online lessons can be utilised in a range of ways including a Station Rotation Model whereby some learners in the classroom work on the digital lessons while some learn with the supporting workbook.  Alternatively, online lessons could be used in a Flipped Model where learners complete the online lessons at home before completing the corresponding lesson in their workbook in class; if this model is used, it is advised to issue learners with links or QR codes that give them direct access to each lesson flyers in 20 languages are available to support this (see below).  Depending on the digital literacy skills of learners, digital content may simply be issued as homework to help learners review, recycle and reuse the language covered in their learner workbook in class.


If you have any questions about the materials or experience any technical difficulties, please let us know:



Andrew Porterfield has been working in the field of English language teaching for 20 years and has taught extensively in private language schools, colleges, schools, prisons and online in Korea, Taiwan and the UK.  He currently oversees the successful delivery of SRC's ESOL programmes across all six campuses.  In addition to this, he has also coordinated and developed learning materials for several EU funded projects with focuses on language learning, cultural diversity, well-being, digital skills and social inclusion.  Currently he is working on and creating content for two Erasmus+ projects.  He also writes and edits learning materials for several global education publishers.


Sini Tullinen has worked for several years as a Finnish as a second language teacher and has a lot of experience working with immigrants from various backgrounds and ages. Sini has also been part of creating different kinds of material and developing pre-entry courses for immigrants to enter vocational school. As she majored in modern foreign languages (French and Spanish), she is also familiar with language learning pedagogy and has experience of teaching French and Spanish to Finnish adult learners.

Ester Rokka has worked as a Finnish as a Second Language teacher, immigrant educator and pre-literacy tutor for 20 years. She has worked in different projects, created and developed teaching material for professional Finnish language materials and e-learning content.

Lisa Sleator has been teaching EFL and ESOL for twenty years. She has worked with learners from all around the world and has taught both online and in private schools, colleges and businesses in Spain and the UK. Resource development has always been an area of great interest. She has designed, prepared and delivered materials tailored to the specific needs of learners from diverse backgrounds, of all CEFR levels and with different learning needs and goals.

Jing-Yueh Huang-Porterfield has been teaching EFL, ESOL, and Mandarin Chinese for twenty years. She has worked in private language schools, colleges, and online, in Taiwan and the UK. She is also a certified and experienced interpreter and translator who has worked extensively with migrant workers in both Taiwan and the UK.


We would like to thank the following educators and learners for their invaluable feedback and contributions made during the development of this course and all the supporting resources:

Dr Declan Flanagan, Conway Education Centre; Mary Kenny, Dublin and Dún Laoghaire Education and Training Board;  Tom Le Seelleur, NATECLA Island of Ireland;  Meng Tan, Chinese Welfare Association; Iuliia Wilson, Ukrainians in Northern Ireland; Arthur McKeown, Belfast Unemployed Resource Centre; Hassan Al-khawam, NI Hyatt; Helen Irwin, Southern Regional College; Amanda Armstrong-Pasparaki, Southern Regional College; Egidijus Guobys, Southern Regional College; Vaida Manciute, Southern Regional College; Imad Omar Habak, Southern Regional College; Hanan Alsaieb, Southern Regional College; Abdallatiff Kowis, Southern Regional College; Alexandra Martin, Southern Regional College; Ligia Parizzi, Belfast Metropolitan College; John McCaul, Southern Regional College; Chris Markey, Southern Regional College;  Abir Ramadan, Southern Regional College; Hamida Azad, Southern Regional College; Youssef Alzouabi, Southern Regional College; Alexandra Martin, Southern Regional College; Sara Alou, Southern Regional College; Maria Lema Moreira, Southern Regional College; Claudia Belloni; Belfast Unemployed Resource Centre; Svetlana, Dimitrova, Southern Regional College; Minyao Huang, Southern Regional College;  Aidas Agustavicius, Southern Regional College;  Svetlana Dimitova, Southern Regional College;  Jayaprakash Sukumaran, Antrim and Newtownabbey Borough CouncilEwelina Rokita, Southern Regional College;  Oleksandra Bondar, Southern Regional College; Mária Hurhotová, Southern Regional College; Gonzalo Gonzalez, Decoly;  Humberto Lopes Da Cruz, Southern Regional College; Chloie Rivero, Southern Regional College

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