Presentation by Jill Court at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.

1. ESOL Learners’ Views and
Experiences of Integration,
Language Learning and
Identity
Jill Court
PhD Student (ESRC)
University of Bristol

2. ESOL: ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
 English courses for adults living in the UK; Government
funded and voluntary sector provision
 Learners include asylum seekers, refugees, EU nationals,
spouses of British or EU nationals, migrant workers…
 From newcomers to long term residents
 Diverse nationalities, cultures, educational backgrounds
ages, employment and family circumstances.

3. UK POLITICAL CONTEXT: DISCOURSE ON LANGUAGE,
IDENTITY AND INTEGRATION
• Promotes espousal of British values and identity and speaking English;
measure of willingness to integrate.
• Multicultural and multilingual nature of Britain - “threat” to Britain and
British identity
“…those wishing to become citizens
should demonstrate their
commitment by learning the English
language, as well as having an
understanding of British history,
culture and traditions” Mark Harper,
Immigration Minister 2013.
Due to the “doctrine of state
multiculturalism” Britain has a
“weakened collective identity” David
Cameron 2011

4. POLICY
•Increasingly stringent language requirements for
entry and settlement in the UK e.g.
 2013: raised level of English required in language
tests
 2015: language test to be taken at small number
of approved providers
•Life in the UK citizenship test revised in 2013 to put
“British history and culture at the heart of it.”
(Cameron 2011).
Continued reduction in funding for ESOL courses: 50 per
cent (£160 million) reduction between 2008 and 2015 (Martin,
TES 2016).
BUT…

5. English is not the only
barrier to integration
e.g. inequality,
discrimination…
Can aspects of integration,
such as social inclusion and
access to jobs, affect
language proficiency?
What is British
identity?
What is
integration?
What are the views
of migrant language
learners?
Many barriers to
learning English and
accessing ESOL
provision
•ESOL teacher for 15 years, variety of contexts, diverse learners, multiplicity of
experiences and aspirations.
RATIONALE

6. RESEARCH QUESTIONS
o 1) What do the experiences of ESOL learners reveal about the
relationship between learning English and integration?
o 2) How relevant are the concepts of ‘British’ identity and
values to ESOL learners’ experiences?
o 3) What are ESOL learners’ perceptions of what it means to
be integrated?

7. INFLUENCED BY….
Second Language Learning and Identity Theories (e.g. Block 2006; 2007
and Norton 2000; 2013):
Language learning is shaped by the social context and power relations
within which it takes place.
Applied to the UK context:
 British identity and English language privileged over others
 Political and media discourse - migrants positioned negatively and of
lower status,
 non proficient English speakers portrayed as ‘deficient’, multilingual
skills not valued.
 Combines with potential social marginalisation
 May result in fewer opportunities to practise English; and potential
unequal interactions where responsibility for communication is not
shared
 Impact on language learning
(also: Auerbach 1993; Bremer et al 1996, Cooke and Simpson 2009)

8. THE RESEARCH
 MEd dissertation in 2015.
 Large adult education provider in Bristol
 Participants: my Entry 3 (intermediate) ESOL class, 2
men and 13 women, 10 nationalities, aged between 20-
50
 Qualitative methods
 2 group sessions with class using participatory
methods
 Interviews with individual learners
 Data: students’ work produced in participatory sessions,
audio recordings of participatory sessions and
interviews ,and transcripts

9. PARTICIPATORY GROUP SESSIONS
What?
 Group work, tools drawn from
participatory pedagogy and
participatory ESOL (e.g.
Reflect for ESOL; English for
Action; Bryers, Winstanley
and Cooke 2013). Draws on
Paulo Freire’s “critical
pedagogy”.
 Participatory tools aim to
break down the boundaries
between teacher (facilitator)
and learners (participants);
knowledge is shared, mutual
learning and reflection.

10. PARTICIPATORY GROUP SESSIONS
oAssist learners to discuss
complex concepts and
issues in English, visuals
and group activities
scaffold and support
language (Winstanley and
Cooke 2016)
oFacilitate the interviews;
opportunity for
participants to engage
with the issues and
activate language before
being interviewed.
Why ?
oEncourage participants construct together own meanings and reflect on
their experiences, place them as the experts, (rather than myself as
teacher, researcher and ‘native English speaker’)

11. POSITIONED AS ‘DEFICIT’ OR ‘NOT INTEGRATED’
AS NON-PROFICIENT ENGLISH SPEAKERS
 Affects confidence in interactions
Isabela:“I think some English people don’t care understand
you... I think the people think if you stay here in this country
you must speak English, and sometimes [they] don’t listen you
or ignore you…you’re mind is blank, because you nervous, you
try to speak and listen and understand everything and
sometimes it doesn’t work”.
 Avoid contexts where they fear they may be positioned
negatively
Mira: “Sometimes when I listen to people speak very good
English, and I can’t not too good, then I feel not integrated”
“All the parents they are coming in the school in the evening
time. I got a leaflet but I never joined because- the one
problem is my English. My English is not too good….Normally
I am a very friendly person”.

12. RESISTING NEGATIVE IDENTITY POSITIONS
 Identity positions depend on context
Isabela: In the supermarket “I speak [and] if that person don’t understand I try
speak again or use another word to explain and if they don’t care it’s not
my problem…I’m a client”.
Mira: Very confident speaker in ESOL class
o Strong identity positions can be achieved
Hani: “I speak English a lot of places because I’m coming college 3 times a
week and I’m speaking all that day... And then when I finish class I have to
go job. My job there is a lot friends; manager, supervisor … I’m talking,
maybe half day I speak English. Or in the city centre, when I shopping, I’m
speaking all myself I don’t have another person help with language. On the
bus, I talk English, even some person ask me a question I can answer quick;
I can help them what they need – I understand”
Forged an “identity of competence” (Cummins 2009)

13. “INTEGRATION IS…..”
 “Integration is 50:50”
“[It is] more easy for us …if we understand British culture, and think ‘we
are here and we need to talk British, we need to do some things in
British’. [But] British people [should] try to understand more, open
more mind and try to really understand it is difficult for us… [to]stay
in another country” (Isabela)
 Security, freedom and respect for difference
“It’s a very good thing that we are allowed to do our customs” (Mandip).
“In the UK is freedom [of]religion, and respect each other... you have to
respect your neighbour, what they are, and they respect you…it is safe
and you can do whatever you like to do and is freedom” (Hani).
 Improved opportunities for social interaction e.g. work,
neighbourhoods, everyday situations and interactions
“to do something with people from this country” (Ginaway)
Enhance feelings of integration and opportunities to practise English

14. LANGUAGE AND INTEGRATION
 English valued as a global language, and as part of
multilingual repertoire alongside ‘first languages’
“I think English is an international language. If you go
everywhere you can communicate with people” (Zenia).
“[my children] learn English and they know Bangla very good. I
think it’s a good quality to know more languages. In school
they learn also French and German” (Mira)
 English skills essential for integration, for everyday purposes,
goals and aspirations
“I feel integrated when I can I understand English well”
(Anonymous written response)
 Feelings integrated impacts on language ability
If you feel integrated “you feel more confident to speak and you
know other person understands you, you have
communication.”(Isabela)

15. POSITIVE IDENTITIES, CONFIDENCE,
LANGUAGE AND INTEGRATION
self confidence
enables ESOL
learners to
communicate
without anxiety
about making
mistakes
More social
interaction, and
language practice
Increased
independence and
feelings of being
integrated
Further increases
self- confidence
Sahra: “When I started ESOL
class I get confidence…
I came to the UK I can speak
[English] but I was very shy I
was silent, even if I know I
can’t answer. ..after I start
ESOL class my teacher say ‘if
you shy you never learn’,
and I remember that. I try
to speak I try to answer
questions..after that I feel
better for my English, I go to
GP and I speak. I get self
confidence… and I can talk
and I feel better and I forget
to [be] shy. If you shy you
can’t learn, if you want to
learn don’t [be] shy.”
“I feel integrated when I help myself” (Zenia)

16. REFERENCES
 Auerbach, E. (1993) Re-examining English Only in the ESL Classroom. TESOL Quarterly, Vol.
27, No. 1 (Spring, 1993), pp. 9-32 http://www.jstor.org/stable/3586949
 BBC News 2014. Sajid Javid: Immigrants must learn English. 18 May. Available from
http://www.bbc.co.uk/news/uk-politics-27459468.
 Block, D. 2006. Multilingual Identities in a Global city. Basingstoke: Palgrave Macmillan
 Block, D. (2007). Second Language Identities. London: Continuum
 Bremer, K., Roberts C., Vasseur, M., Simonot, M., and Broeder, P. 1996. Achieving
Understanding: Discourse in Intercultural Encounters. Harlow:Longman.
 Bryers, Winstanley and Cooke 2013. Whose Integration? Working Papers in Urban
Language and literacies,Paper 106. Available from:
https://www.academia.edu/6341226/WP106_Bryers_Winstanley_and_Cooke_2013._Who
se_integration
 Cameron, D 2011a. PM's speech at Munich Security Conference 05/02/2011 . Available
from: https://www.gov.uk/government/speeches/pms-speech-at-munich-security-
conference
 Cameron, D. 2011b. Prime Minister's speech on immigration 10 October 2011 . Available
from: https://www.gov.uk/government/speeches/prime-ministers-speech-on-immigration
 Cooke, M. and Simpson, J 2009. Challenging agendas in ESOL: Skills, employability and
social cohesion. Language Issues 20 (1):19-30

17. REFERENCES
 Cummins, J. (2009). ‘Multilingualism in the English-language classroom: Pedagogical considerations’. TESOL
Quarterly, 43(2), pp317-321.
 English for Action, London http://www.efalondon.org
 Freire, P. 1972. Pedagogy o f the Oppressed. London: Penguin Books
 Harper,M. 2013b. Tougher language requirements announced for British citizenship.
 Hope, C. 2014. Mass immigration has left Britain 'unrecognisable', says Nigel Farage. The Telegraph .28 February.
Available from: http://www.telegraph.co.uk/news/politics/ukip/10668996/Mass-immigration-has-left-Britain-
unrecognisable-says-Nigel-Farage.html.
 Guardian 2016 8th January https://www.theguardian.com/uk-news/2016/jan/18/muslim-women-to-be-taught-
english-in-20m-plan-to-beat-backward-attitudes
 Martin, M 2016. Cameron's new English courses for women 'don't make up for £160m Esol cuts', colleges
warn. TES 18/1/16 https://www.tes.com/news/further-education/breaking-news/camerons-new-english-
courses-women-dont-make-ps160m-esol-cuts
 Moon, P. and Sunderland, H. (2008). Reflect for ESOL Evaluation: final report. London: LLU. Available from:
http://www.reflect-action.org/reflectesol
 Norton, B. 2000. Identity and language learning: gender, ethnicity and educational change. Harlow, England:
Pearson
 Reflect 2003. Communication and Power. London Action Aid. Available from: http://www.reflect-
action.org/resources
 Reflect Action 2009 http://www.reflect-action.org
 Winstanley, B. and Cooke, M. 2016a. Emerging Worlds: The Participatory ESOL Planning Project.

18. SPEAKING ENGLISH IS INCREASINGLY ASSOCIATED WITH
BRITISH VALUES AND IDENTITY AND WILLINGNESS TO
INTEGRATE: E.G. CONSERVATIVE MANIFESTO 2015:
“We will protect British values and our way of life.
We will promote integration and British values.
Being able to speak English is a fundamental part of integrating
into our society. We have introduced tough new language tests
for migrants and ensured councils reduce spending on
translation services. Next, we will legislate to ensure that every
public sector worker operating in a customer-facing role must
speak fluent English. And to encourage better integration into
our society, we will also require those coming to Britain on
a family visa with only basic English to become more fluent over
time, with new language tests for those seeking a visa
Extension”.

19. • What are “British values”?
The government's Prevent duty guidance on tackling
extremism defines British values as
“democracy, the rule of law, individual liberty and mutual
respect and tolerance for those with different faiths and
beliefs” (HM Government 2015: 19).