Language Education for Forced Migrants: Governance and Approach

Chick Chick,Hannagan-Lewis Hannagan-Lewis

doi:10.3390/languages4030074

Chick Chick, Hannagan-Lewis Hannagan-Lewis

Open Access

https://doi.org/10.3390/languages4030074

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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.

Highlights

In writing this paper, we would like to draw attention to the complexities involved in designing, organising and delivering a programme of language education for refugees on the Syrian VulnerablePersons’ Resettlement Scheme (VPRS)
While this paper focuses on the specific case study of Vulnerable Persons’ Resettlement Scheme (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
It is argued that alternative models of ESOL provision need to be considered for VPRS participants, in addition to the model of accredited college ESOL provision

Summary

Introduction

We would like to draw attention to the complexities involved in designing, organising and delivering a programme of language education for refugees on the Syrian VulnerablePersons’ Resettlement Scheme (VPRS). In light of the debates around the role of language in migration policies (e.g., see Khan and McNamara 2017), the paper draws on research into the particular experiences of those resettled in areas of Wales outside of the towns and cities into which asylum seekers are typically dispersed. This paper aims to illuminate the experience of refugees resettled in these spaces with regard to the formal and informal ways in which their language education has been supported. The paper will detail the practical challenges of providing language education and draw attention to ways in which resettled refugees’ experiences of language learning are shaped by the intersection of migration, integration and education policies and the availability of educational infrastructure in the host communities

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