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Language Learning Tool for Refugees: Identifying the Language Learning Needs of Syrian Refugees Through Participatory Design
Open AccessArticle

Language Education for Forced Migrants: Governance and Approach

1
School of Humanities, University of South Wales, Pontypridd CF37 1DL, UK
2
Welsh Refugee Council, Cardiff CF24 1NJ, UK
*
Author to whom correspondence should be addressed.
Languages 2019, 4(3), 74; https://doi.org/10.3390/languages4030074
Received: 5 August 2019 / Revised: 3 September 2019 / Accepted: 9 September 2019 / Published: 12 September 2019
(This article belongs to the Special Issue Immigrant and Refugee Languages)
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. View Full-Text
Keywords: language policy; integration; ESOL; forced migrants; Nation of Sanctuary; refugees language policy; integration; ESOL; forced migrants; Nation of Sanctuary; refugees
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Chick, M.; Hannagan-Lewis, I. Language Education for Forced Migrants: Governance and Approach. Languages 2019, 4, 74.

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