Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK

Abstract

The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers’ responses and their background or their students’ profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students’ language learning more successfully.

Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

“…Teachers across all categories propose strategies to promote motivation, such as enhancing the classroom environment and content. Key strategies regularly documented include enhancing the curriculum with culturally relevant material, including contemporary teaching tools and technology, and promoting collaborative actions via peer support networks and mentoring programs (Chamorro et al, 2023).…”

“…Nevertheless, in this wider framework, there exists an apparent void in research about the precise motivational dynamics encountered by ESOL instructors in multicultural metropolitan settings. The distinctive difficulties and benefits linked to instructing adult immigrants, refugees, and asylum seekers give rise to a specific array of elements that impact the motivation of ESOL teachers (Chamorro et al, 2023).. This study seeks to address this disparity by examining the intricate circumstances in North London, elucidating the elements that have a substantial influence on the motivation of ESOL instructors who deal with a varied group of adult learners.…”

Analysis of the Students' Needs in General English Course at the Civil Engineering Study Program of a Higher Education in Papua

“…Needs analysis is the plan's beginning stage (Chamorro, del Carmen Garrido-Hornos, & Vázquez-Amador, 2021;Farah & Rumalessin, 2021). In this review, a requirements examination was led on General English course.…”