‘I feel integrated when I help myself’: ESOL learners’ views and experiences of language learning and integration

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Abstract

This paper describes a small-scale study conducted in England with a group of adult migrant and refugee ESOL learners. The study explores how participants conceptualised integration, and their perceptions of the relationship between learning English and integration. The findings highlight that the extent to which a person feels integrated, for example, by feeling accepted in society and in specific contexts, affects their opportunities for social interaction and improving their English language skills. Recommendations include increasing ESOL funding and provision, and measures to increase learners' self-confidence by supporting more positive identity positions for migrant and refugee learners of English both inside and outside the classroom. © 2017 Informa UK Limited, trading as Taylor & Francis Group
Original languageEnglish
Pages (from-to)1-26
Number of pages26
JournalLanguage and Intercultural Communication
Early online date29 Aug 2017
DOIs
Publication statusPublished - 21 Sep 2017

Bibliographical note

Export Date: 13 September 2017

Article in Press

Correspondence Address: Court, J.email: jill.court@bristol.ac.uk

Structured keywords

  • SoE Language Literacies and Education Network

Keywords

  • ESOL
  • identity
  • integration
  • multilingualism
  • participatory methods
  • second-language learning

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