Integration, Inclusion or Invisibility? Language Education for Adult Transnational Migrants in the UK and Germany
DOI:
https://doi.org/10.6092/issn.1825-8670/9348Keywords:
Adult Education and Learning Policy Making, Social Cohesion, Equality of Access, Transnational Migrants, Language and CitizenshipAbstract
The aim of the paper is to critically examine policy and practice in language education for adult migrants in the UK and Germany with the objective of interrogating the iteration of policy by national government through the perspective of pedagogic practice in two providers: a centre providing English to Speakers of Other Languages (ESOL) in the UK and another delivering Deutsch als Fremdsprache / DaF (German as a Foreign Language) in Germany. Data will include the providers’ curricula and policies; pedagogic resources; lesson observations; and interviews with teachers and managers of the provision, to discuss their views of language education policy and the articulation of policy within their organisation. The conclusions will provide a commentary on the extent to which language education provides opportunities for a critical approach to learning for migrants or whether it is fulfilling government agendas for integration and supporting mainstream economic activity by preparing learners for work.References
Anghel, R.G. (2012). On Successfulness: How National Models of Integration Policies Shape Migrants’ Incorporation. Journal of Immigrant & Refugee Studies, 10(3), 319–337.
Ascentis (2018). ESOL Skills for Life Qualifications. Retrieved March 20, 2019 from https://www.ascentis.co.uk/esol.
Bertossi, B. (2011). National Models of Integration in Europe: A Comparative and Critical Analysis. American Behavioral Scientist, 55(12), 1561–1580.
Dept for Communities and Local Government (2016). The Casey Review: a review into opportunity and integration. Retrieved March 20, 2019 from https://www.gov.uk/government/publications/the-casey-review-a-review-into-opportunity-and-integration.
Action for ESOL (2012). ESOL Manifesto. Retrieved March 20, 2019 from http://actionforesol.org/wp-content/uploads/2012/02/ESOL-manifesto-leaflet-v4b-online.pdf.
Finotelli, C. & Michalowski, I. (2012). The Heuristic Potential of Models of Citizenship and Immigrant Integration Reviewed. Journal of Immigrant & Refugee Studies, 10(3), 231–240.
Greve, A. (1998). Emile Durkheim Revisited: Les corps intermédiaires. Citizenship Studies, 2(2), 313–328.
Halfmann, J. (1998). Citizenship Universalism, Migration and the Risks of Exclusion. The British Journal of Sociology, 49(4), 513–533.
Joppke, C. (2010). Citizenship and Immigration. Cambridge: Polity Press.
Kymlicka, W. (1995). Multicultural Citizenship. Oxford: Oxford University Press.
Mason, R. & Sherwood, H. (2016). Cameron ‘stigmatising Muslim women’ with English language policy. The Guardian. Retrieved March 20, 2019 from https://www.theguardian.com/politics/2016/jan/18/david-cameron-stigmatising-muslim-women-learn-english-language-policy.
NATECLA (2017). Submission to the APPG for Social Integration from NATECLA1 and the ESOL strategy steering group. Retrieved March 20, 2019 from http://www.natecla.org.uk/news/842/APPG-on-Social-Integration-submission.
NIACE. Citizenship Materials for ESOL Learners. Retrieved March 20, 2019 from http://www.esoluk.co.uk/niace.html.
Ní Mhurchú, A. (2011). Thinking citizenship and its constitutive subject: interrogating the 2004 Irish citizenship referendum debate. Citizenship Studies, 12(2), 161–180.
Papazoglou, M. (2010). Assessing models of citizenship in the EU: the idea of responsive citizenship. Citizenship Studies, 14(2), 221–236.
Pinson, H. (2007). At the boundaries of citizenship: Palestinian Israeli citizens and the civic education curriculum. Oxford Review of Education, 33(3), 331–348.
Simpson, J. & Whiteside, A. (2015). Adult Language Education and Migration. Abingdon: Routledge.
Wonder Foundation (2016). Why refugee and migrant women aren’t able to learn English & what we can do. Retrieved March 20, 2019 from http://www.wonderfoundation.org.uk/RefugeeESOLReport.
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Ann Cowie, Jo-Ann Delaney
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
