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 language | English |
|---|---|
| Pages (from-to) | 1-26 |
| Number of pages | 26 |
| Journal | Language and Intercultural Communication |
| Early online date | 29 Aug 2017 |
| DOIs | |
| Publication status | Published - 21 Sept 2017 |
Bibliographical note
Export Date: 13 September 2017Article in Press
Correspondence Address: Court, J.email: [email protected]
Research Groups and Themes
- SoE Language Literacies and Education Network
Keywords
- ESOL
- identity
- integration
- multilingualism
- participatory methods
- second-language learning
Access to Document
- Full-text PDF (accepted author manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Taylor and Frances at http://www.tandfonline.com/doi/full/10.1080/14708477.2017.1368137. Please refer to any applicable terms of use of the publisher.