The politics of ESOL (English for speakers of other languages): implications for citizenship and social justice

Abstract

, UK). His main field of research is the comparative (historical and sociological) study of education and training systems.

Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden

“…The course seemed to have contributed to a changed understanding of the UK. All the students said that they had become more aware of the country's diversity concerning ethnic cultures, religions and nationalities, something which they regarded as positive (Han et al, 2010). Further, the authors found that civic participation was not the adult students' first purpose with the course, but rather they had practical considerations, such as improving their English skills and obtaining employment.…”

“…Thus, their motives were more personal than civic. Nevertheless, Han et al (2010) conclude that their findings indicate that the language and citizenship course gives migrants confidence, and helps them find their way in their new country, thus helping them to become established socially and financially too. It is also found that the course could facilitate basic kinds of civic participation, such as voluntary work at one's child's school (Ibid.).…”

“…As concerns adult migrants' learning in their new host society, there are studies which have dealt with the benefits of civic education courses, among which is the one by Han et al (2010), who conducted interviews with staff, and a focus group discussion with eight students involved in ESOL (English for Speakers of Other Languages) at London Community College. The purpose of their study was to provide an account of students' experiences of language and citizenship programmes.…”

Making sense of ESOL policy: Tutor perspectives

“…The link was also made explicit in the Community and Cohesion Report into the riots (Cantle, 2001), although this correlation was widely disputed (e.g. Han, Starkey & Green, 2010).…”

Testing the liberal subject: (in)security, responsibility and ‘self-improvement’ in the UK citizenship test

“…This privileging of skills and socio-economic capital is compounded by the nature of examination itself, as it requires a certain level of educational merit, literacy and communication skills. This is especially relevant to not only the multiple-choice test with its emphasis on self-learning but also the ESOL course which relies on institutional education (Han, Starkey, and Green 2010). The practice of actually sitting an examination, like learning in a classroom, is something which is normalised within certain cultural and class frameworks (Löwenheim and Gazit 2009).…”