Language Education for Forced Migrants: Governance and Approach

Abstract

: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons’ Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.

Lesson study in increasing student learning participation in class

“…Second, the lecturer programmed a program of teaching simulation to implement lesson design (Belton, 2016). The idea of having class observation was accepted and added to the teaching and learning program and done in the group at the middle of semester program, while the program of having teaching simulation was done at the end of the semester (Chick & Hannagan-Lewis, 2019;Lahav et al, 2018;Spiteri & Rundgren, 2020).…”

‘Beyond Being Nice’: A model for supporting adult ESOL learners who have experienced trauma

“…Moreover, identifying and understanding learners' needs and characteristics is an essential step in delivering an efficient course. Recent research in ESOL (Peutrell and Cooke, 2019;Chick and Hannagan-Lewis, 2019) has emphasized the significance of engagement with learners' lived experience and real-life demands. The majority of the participants despite being qualified ESOL teachers find it challenging to identify trauma signs and its impact.…”

'Tu hwnt i fod yn neis’: model ar gyfer cynorthwyo oedolion sy’n dysgu ESOL ac sydd wedi dioddef trawma

“…Ar ben hynny, mae nodi a deall anghenion a nodweddion dysgwyr yn gam hanfodol wrth gyflwyno cwrs effeithlon. Mae gwaith ymchwil diweddar ym maes ESOL (Peutrell a Cooke, 2019;Chick a Hannagan-Lewis, 2019) wedi pwysleisio arwyddocâd ymgysylltu â phrofiad bywyd dysgwyr a gofynion bywyd go iawn. Er yn athrawon ESOL cymwysedig, mae'r rhan fwyaf o'r cyfranogwyr yn nodi ei bod yn anodd adnabod arwyddion o drawma a'i effaith.…”