Report

2017

Thecontentsofthisreportaretheintellectualpropertyoftheauthors.Nopartofthisreportmaybecirculatedorreproducedwithoutexplicitpermissionfromthe authors, or from the School of Arts, Languages and Cultures at theUniversityofManchester,OxfordRoad,ManchesterM139PL,UnitedKingdom.

2

AninvestigationintoESOLprovisionsforrefugeesandasylumseekersinManchester

ElizabethHaughton

EllaLowson

EmilyMorgan

KayleighEmmaRyan

3

AninvestigationintoESOLprovisionsforrefugeesandasylumseekersinManchester

ResearchFindingsandMethods

ThepurposeofthisprojectwastolookatESOLprovisionsinManchesterspecificallyforrefugeesandasylumseekers. We studied several pieces of relevant literature, first looking in general at the importance oflearninga languageto integrate intosociety,andtheproblemsthatpeoplecanface indoingso.WethenlookedintothelegislationforESOLplansonagovernmentbasis,andthenspecificallyonacouncilbasisinManchester. It became apparent from our reading that it was more difficult for women to access ESOLcourses,andsowechosetoinvestigatethisfurtherinourresearch.

Basedonwhatwediscoveredthroughourliteraturereviewwedecidedtolookinmoredepthintoeachofthese four aspects,with regards to our aims stated in the first part of the project.We contacted severalorganisations that offer language courses in Manchester, such as Able Manchester, Talk English, ExciteEnglishinManchester,RefugeeWomenandtheUniversityofManchesterLanguageCentre.Wediscoveredthe Talk English campaign through the Manchester city council report “English for Speakers of OtherLanguages:ESOLandotherEqualityFundedWork”(2014),whichoutlinedthepositiveimpactsthatlearningEnglishhadon the community.We receiveda response frombothRefugeeWomenandTalk English,butchosetopursuethelattertogainawiderperspectiveintotheissuesflaggedupfromtheliteraturereview.

We factored into this project the difficulty we would encounter in finding courses that only catered torefugeesandasylumseekers,aswelearntfromtheliteratureitwashardenoughforthemtogetaccesstotheseclassesinthefirstplace.WethereforedecidedtolookmorebroadlyatESOLprovisionsformigrantsingeneral, and from that we inquired further into the issues regarding refugees and asylum seekers inparticular.Inordertogetsomefirst-handknowledgeforthebasisofthisprojectwecreatedasurveyfortheteachersofESOLprovisions,whichenabledus togainabasicunderstandingofhowsuchclassesoperate.TwoofthevolunteersfromTalkEnglish invitedustooneoftheirclasses,towhichbothrefugeeandnon-refugeestudentsattended.Fromthequestionnaireswecreatedforthestudents,wewereabletoseethedifferingcircumstancesaffectingthoseapplyingforESOLcourses,despitetheirstatus.

Findings

We primarily looked to carry out this project using qualitative research, by talking to a specific group ofpeople, however from our questionnaires we have also gleaned some quantitative data in terms of thereasonsforlearningEnglishassaidbythestudents,andhowtofindoutaboutthem.

4

1. Whatrangeofclassesdoesyourorganisationoffer?TalkEnglishisavolunteerbasedorganisation,whichmeansthestructureislessstrictthanother,moreofficialclasses.Therefore,weofferclassesthatarebasedaroundimprovingspeech,suchasinformalsessionsincafes,activitiessuchasgroupshoppingtrips,andstayandplayclasses,inwhichwomencanspeaktoeachotherwhilstlookingaftertheirchildren.

2. Howdoyougroupyourclasses,intermsoflevelsandability?Weofferclassestopeoplewiththelowestlevelabilities,whichtranslatestoanofficial‘Pre-entry’or‘Level1’,howeverwehavestudentsofallabilitiesinourclasses,whichhelpssomeofthelessablememberstolearnfromotherstudents.

3. Howlongareyourclasses?1-2hours,andtheyrunfortheusualacademicyear(SeptembertoJune)

4. Howmanypeople,onaverage,areineachclass?Itcanvarycompletely,becausewerunonavolunteerbasis,thereisnoobligationforthestudentstoattend,sowemayhave10studentsoneweekand40thenext.

5. Howdoyoustructureyourclasses?(e.g.isitaclassroomstructureoramoreinformalsettinglikeagrouplearningtocook)Aswementionedbefore,theclassesrangefromtalkingsessionsincafestoshoppingtrips,toreadingandwritingactivitiesingroups.

6. Whatistheaverageageofstudentsinyourclasses?Difficulttosay,aswegetsucharangeofstudents,buttheywillmostlyalwaysbe19+,asanyoneyoungerwillmostlikelybeinschool.Theaverageagetendstobe30-40yearsold.

7. Isthereanoticeabledifferenceinhowmanymenandwomenareinyourclasses?(Ifso,whatdoyouthinkthereasonsforthisare?)Theretendtobemorewomen,probablybecausetheyarelesslikelytobetheprimarybreadwinnerofthefamily.Wethenstatedthatoneofthepurposesofthisprojectwastobrieflylookintowhyitwasmoredifficultforwomentowhichtheyresponded:Sometimesitisthecasethatthesewomencannotalwaysattendduetothefactthattheyhavechildrentolookafter,whichiswhywehaveourclassesmid-morningonaweekday,atimewhenchildrenarelikelytobeinschool/pre-school.Howeverwehavealsoseenthatmanyofourfemalestudentsarereluctanttoleavetheirparticularareas,forvariousreasons,whichiswhyweholdclassesaroundthisarea(Fallowfield)

5

FullAnswerstotheinterviewwithrepresentativesfromTalkEnglish,Manchester,basedonthesurveyquestionswedrewup

8. Howareyourclassesfunded?DCLG(DepartmentforCommunitiesandLocalGovernment),aspartofthegovernment’sintegrationstrategy.WearepartoftheGreenhey’sAdultLearningCentre,Manchester,butrunonanorganisationallevel,sowegetpartfundingthroughthemaswell,butweobviouslystillneedvolunteerstorunourclasses.

9. Doyouhavemanyrefugeeorasylumseekingstudentsinyourclasses?Yes.Wedon’thaveanyapplicationprocessessowedon’tknowexactlywhoisandwhoisn’t,howeverittendstobethecasethatiftheyarefromSomalia,forexample,theywillhavebeenarefugee,whethertheyhavebeengrantedofficialstatusornot.

10. DoyouofferanyclassesspecificallyforrefugeesandasylumseekerswhomaynothavetherelevantdocumentstoaccessotherESOLclasses?(Ifyes,howsuccessfularetheseclassesfortherefugeesandasylumseekers,andaretheypopular?Ifno,doyouknowofanyotherclassesavailablespecificallyforrefugeesandasylumseekersinManchester?)Notspecifically,noquestionsasked.

11. Howsuccessfulwouldyousayyourclassesareintermsofhelpingthestudentstointegratebetterintosociety?Wealwayslooktomakeourclassestopic-based,sowegotonewplacesandinteractwithdifferentpeople,therearenoexamsandthereforenocommitment,whichisbetterforourstudents,andbasedontheiropinionsofourclasseswe’dsaytheywereprettysuccessful!

12. Areyourclassesinhighdemand,aretherewaitinglists?(Ifsohowlongwouldoneexpecttowaittogetaccesstoaclass?)Yes,therearealwayswaitinglists,butwecannotsayexactlygiventhatwehaveabout40differentclasses,andwedon’tneedanyapplicationprocessestogetourstudents.Wehaveabout150volunteersinManchesteralone,whichmightindicatethedemandfortheclasses.

13. WhatisthemainreasonthatyouseeforyourstudentstolearnEnglish?Justtointegratebetterintodailylifeintheircommunities.Acommonreasonissothattheycanaccessadoctor.Also,thisisagoodfirststeptoenrolontoanofficialcourse–weoftenseeourstudentsmoveontocoursesatGreenheys.WehavesomestudentsthathavelivedinManchesterfor30yearsormorebuthaveonlyrecentlyenrolledontoourclasses!

14. HowdoyoupromoteyourclassestobestreachthosewhomaynotevenspeakawordofEnglish?Invenues,forexamplethecafesweteachin,advertisementsinnewspapers,andmostimportantlywordofmouththroughourcurrentstudents

6

AftermakingcontactwiththepeopleatTalkEnglish,wesetupameetingwithtworepresentativesfromtheorgansiationtodiscussthequestionsinoursurvey(seeaboveforthefullanswerstotheinterview).GiventhatTalkEnglish isavolunteerbasedorganisationthatdoesnot requireanyapplicationprocesses for thestudents,wewerenotabletolookindetailatthedifficultyrefugeesandasylumseekersfacedinaccessingothermoreofficialcourses,howeverafewofthestudentswespoketogaveusaninsightintotheseissues(intowhichwewilldelvelater).

During our time at the Talk English session, our previous thoughts about the difficulty some of theparticipantsmightfindinansweringourquestionnaireswereconfirmed.Wethereforesetupveryinformalconversations, much like the style of the class itself, in collecting the answers, which some also saidcontributedtotheir learningofEnglish.Someoftheparticipantscompletedthequestionnairethemselves,however for the less fluentspeakersofEnglishwefilledthemout for them,whichresulted inavarietyofways that Question 6 in particular was answered (see Appendix 1), but this will be addressed in thediscussion.

ThedatabelowisbasedonthequestionnaireresultsfromtheTalkEnglishstudentsweinterviewedinordertogaugetheESOLprovisionsofManchester.Weaskedaselectionofquestions(seeAppendix1)butdecidedtofocusonquantifyingtheresultsforthreeofthequestionsfoundbelow.Thiswasbecausetheyweremostrelevanttoourinvestigationandprovidedthemostinterestingresultsforourdiscussion.

Figure1-GraphshowingvariousreasonsforlearningEnglish

TableofNs:

Job 10School 2Friends 5Society 11

7

We looked at the results of this question in order to understand the students’ motivations for learningEnglish,andwhyitissoimportantforthem,sothatwecouldgaugewhyESOLprovisionsaresovitalfortheManchester community. On some questionnaires students selected multiple options to answer thisquestion,sothisgraphrepresentsalloftheanswerschosenoneachindividualquestionnaire.

Figure2-GraphshowingvariouswaysstudentsfoundoutabouttheTalkEnglishclasses

TableofNs:

Online 2

Friends&Family 5

Advertisement 5

Council 1

Again, some students selected multiple choices to answer this question. The reason for quantifying theresultsforthisquestionwastoseehowmuchthecouncilaresupportingandpromotingESOLprovisions,orwhetherpeoplehavetorelyonothermethodstofindoutabouttherelevantclassesthatareprovided.

8

Figure3-GraphshowinghoweasystudentsfindTalkEnglishclasses

TableofNs:

VeryEasy 14

Notsoeasy 1

Verydifficult 1

Discussion

The results from this surveyhave confirmedwhatwas said in the literature review regarding the reasonsthatmigrantswantto,orneedtolearnEnglish;tofeelmoreapartofthecommunity,togotothedoctors,togetajob.Althoughwedidnotlookdirectlyintothestigmaattachedtomigrantsandtheirapparentlackoflanguagefluencythatwasaddressedintheliteraturereview,wecanseethatthereisastrongdesireofmigrants,whethertheyarerefugeesornot,to learnEnglish.Lateronwewilldiscusssomeofourfindingsthatrefutethestereotypeofmigrantsbeing‘toolazy’tolearnEnglish.FromIngridPiller’sbookreviewedintheliterature,itissaidthat,onaverage,astudentwillrequire480hoursoflanguageinstructiontobeableto speak adequately (Piller, 2016, 47). From our interview with Kate and Sam, we learned that, as avolunteerbasedorganisation,theywereonlyabletoprovideone1.5hourclassaweekfortheirstudentsinanacademicyear - that totalsaround60hoursayearof informal language instruction, for those thatareabletoattendeveryclass.Itisevidentthatthisisnotnearlyenough,anddespitethefactthatTalkEnglishclearlyhavemoredemandthansupply, itseemsthatthe localcouncilareunabletoproviderefugeesandasylumseekerswithsufficientaccesstolanguagecourses.

TheveryfactthatthereisneedforanorganisationbasedonthewillingnessofvolunteersperhapssuggestssomethingaboutthelackofESOLcoursesavailableinManchester,notjustforrefugeesandasylumseekers,but for anybodywanting to learn English as a foreign language. This also indicates that there are several

9

difficultiesinapplyingforsuchcourses,oneofwhichmaybeduetoastudent’srefugeestatus,whichwillbeexplained later,anotherreasonbeingthatTalkEnglishdonotrequireanyapplicationprocesses.Theclassweattendedtocarryoutthequestionnaireswasoneoftheweekly1.5hoursessions,inwhichtherewereabout 20 students. From the information given by Kate and Sam, there are severalwaiting lists for eachclass, for which, in total, there are over 150 volunteers. This gives us an insight to the size of thisorganisation, which receives only the basic funding from the Department for Communities and LocalGovernment(DCLG)aspartofGreenheysAdultLearningCentreofManchester(GALC).Fromthiswecanseethatthereisclearlynotenoughfundingandtoomuchdemandforthesecourses.

DespitethefactthatwechosetolookatESOLprovisions ingeneralthroughTalkEnglishovertheWomenRefugeesOrganisation,itseemsthatthehindranceswomeninparticularfaceinaccessingESOLprovisionsisa recurring problem. Through our interview, which attests the information we studied in the literaturereview,wediscoveredtheprinciplereasonsthatfemalemigrantshavedifficultiesinlearningEnglish:firstly,theycannotalwaysattendclassesbecausetheyhavetolookaftertheirchildren;secondlytheyoftendonotwanttoleavetheirimmediateareas,perhapsduetoself-confidenceorsafetyissues.However,interestingly,theyreportedthattheretendtobemorewomenintheirclassesthanmen.This,theysaid,isbecausetheychoosetoholdtheirclassesatatimethatsuitsmostwomen,whentheirchildrenwouldbeatschoolorpre-school,andintheareasclosesttowheremostoftheirstudentslive.ThissuggeststhecouncilneedstolookfurtherintomorefundingfororganisationslikeTalkEnglish,wherebytherearenoapplicationprocessestogothrough,andwhichreachouttothemanyoverlookedmigrants,refugeesandasylumseekerswhoareinneedoflearningEnglish.

IntheliteraturereviewweestablishedthatthegovernmentoffersfreeESOLcoursesforresettledrefugeesduring their first year (Summers 2016). Upon attending the ESOL class provided by Talk English, it wasevident that this is not case in the resultswe found. In order to be eligible for ESOL courses at GALC, aquestionnairehadtobefilledoutwhichaimedtoascertain,amongotherthings,howlongthestudenthadbeenlivingintheUnitedKingdom,aswellastheirstatus.TeachersoftheTalkEnglishclassexplainedthatpupilswhoare refugeeswerenoteligible for the freeclassesprovidedbyGALC,as theydonotmeet thecriteria, though they will be eligible for other classes. According to them this has happened on manyoccasionsoverthepastfewyears.

To put these findings into perspective, it is essential to know that GALC is run by the Manchester CityCouncil.OnememberoftheclassprovidedbyTalkEnglishhadbeenacceptedtothefreecoursesatGALCand,uponarrival,wasturnedawayasshenolongermetthecriteria,despitehavingbeenonawaitinglistfor some time. In the literature reviewNATECLA (theNationalAssociation for Teaching English andotherCommunityLanguagestoAdults)proposedthat80%ofESOLcourseprovidershavewaitinglists.

Figure2showsthatonlyoneindividualwasnotifiedabouttheESOLclassesprovidedbyTalkEnglishthroughthecouncil,outof the17participantswho filledout thequestionnaire.Althoughour sample sizemaybedeemedasrelativelysmall,basedonourotherqualitativedata, itshowsthatthecouncil isnotacommonsource of knowledge for refugees and asylum seekers about the classes available to them, despite theirobligationsregardingtheIntegrationStrategy.AlltheotherpupilsintheTalkEnglishclassfoundoutabouttheclasses fromfamilyand friends,advertisementbyTalkEnglish,oronline, themajorityofwhomfoundoutthroughfriendsandfamily.Itseemsthatthestudentsthemselvesaremoreinvolvedinthepromotionoftheseclassesthanthecouncilis,orshouldbe.This,inturn,makesitmoredifficultforrefugeesandasylumseekerstobeeducatedonwhatcoursestheyareeligiblefor.

10

ThedatagleanedfromourquestionnairesshowhowsomepupilsattendingtheTalkEnglishclasshavebeenliving in theUK forover30yearswithoutprior language instruction.Oneparticularparticipant,a refugeefromSomalia,hadbeenlivingintheUKfor15years,buthadonlybeenlearningEnglishfor1year.AlthoughthecouncilmaybedoingmoreintermsofprovidingESOLprovisionsforrefugeesandasylumseekers,thereis still not enough support in place to be able to cope with the demand, especially given the expectednumbers of refugees and asylum seekers coming to the UK at this time. In addition, and as previouslymentioned,thefactthatthereisneedforavolunteerbasedorganisationlikeTalkEnglish,clearlyshowshowthe council are unable to provide sufficient access to learning English through formal ESOL provisions inManchestertothosevariousrefugeesandasylumseekers.Thegeneralconsensusacrossallourfindings isthatlearningEnglishisakeypartofintegrationintocommunities.

AlthoughwechosetopursueTalkEnglishoverWomenRefugeesatthebeginning,inordertolookatESOLprovisions inManchester in general, we did also come across some findings about women in particular,whichechoedwhatwehadstudiedintheliteraturereview.Whilewedoacceptthatwecannotformsolidconclusions about female refugees alone, basedonour small qualitative study, it is interesting to look atsomeoftheanswersgivenbysomeofthefemalerefugeeparticipantswithaviewtohighlightingnotonlytheproblemstheyfacewithregardstogainingaccesstoESOLprovisions,buttoseethesocialmotivationsbehindthedesiretolearnEnglishforallmigrants.

The literature we read regarding ESOL provisions for women clearly highlighted how women found itparticularlydifficulttoaccessclasses,astheyareoftentoobusytakingcareofchildrenandtheireducation,inorder toaidtheirchildren’s integration intosociety.Thisnotion indeedrangtrue in theresults thatwegatheredfromoursurvey.WeaskedpeoplewhattheirmainmotivationswereforchoosingtolearnEnglishthrough an ESOL class.Many of thewomenwho had children stated that one of themain reasons theyattended these ESOL classes was to help their childrenwith homework, or so that they could take theirchildrentothedoctors if theysoneeded.Otherresponses included issuessuchasmakingfriends,helpingwith acquiring a job, andmaintaining a professionalworking relationshipwith others. In addition to this,fromwhatwaspreviouslymentioned inthesectiononthe interviewwecarriedoutwithKateandSam, itseems thatwomenmore thanmen have issueswith leaving their immediate areas to attend a languagecourse. This may be due factors such as the safety they feel in venturing outside of a well-known area,perhapsdowntoself-confidenceissues,orfromwhatoneofourfemaleparticipantssaid,thatthereisnotenough time to travel too faroutsideofherhousedue to the fact that shehas toomany responsibilitiesinsideherhome(i.e.beingahousewife).

On the whole, considering both male and female responses, 71% of the participants stated aiding theirchildren’seducationalneedsasoneofthemainreasonstolearnEnglish.This,ofcourse,emphasisesaclearmotivationforbothmenandwomentobeabletointeractintheirchildren’sschoolworldintheirrolesasparents,withonewomanstatingshewantedtounderstandwhatteachersweresayingatparents’evening.Ultimately, it was clear that the participants had a priority to aid their children’s integration into societybeforetheirown,whichmaybethereasonthatsomeoftheparticipantstooksolonginlookingforEnglishlanguagecoursesdespitethemanyyearsthey’dalreadybeenlivinginthecountry.Thefactthatpeoplehavesuchpositivemotivations forwanting to learn English, in getting a job and integrating into society showshowimportantESOLprovisionsare inManchester.This isalsobackedupbythe“LanguageforResilience”report(2016),whichalsoaffirmstheimportanceoflearningEnglish,highlightingtheneedforimprovementofESOLprovisions.

11

Often, their circumstancesmean it isnecessary for refugeesandasylumseekers toaccess counselling forlossandtrauma,aswellaseducationandtraining.Iftheyarebeingturnedawayfromtheseopportunities,itmakes it obvious they are not getting the support they need inManchester, and the councilmust workharder to improve provisions. Although our questionnaire results show that the classes are very easy toaccessforTalkEnglish(Figure3),thisreflectsonlythepeoplewhoarecurrentlyintheclasses,andwaitinglistsalongsidethe fact thatmanypeoplearebeingturnedawayshowsthat theclassesarenotaseasy toaccessoverallcomparedtowhatisneeded.

Regarding the stereotype of being ‘too lazy’ to learn English that many migrants seem to face, it isinterestingtonotethat,fromthequestionweaskedourparticipantsabouthowmanylanguagestheyspoke,7 out of the 17 participants said they spoke 1 or more languages other than their native tongue and(partially,forsome)English,4ofwhomsaidtheycouldspeak2.Itseemsthatitisnotjustthefactthatmanymigrants, refugees or not, face difficulty in accessing ESOL provisions, but that they also face unjustifiedjudgmentsfromthegeneralpublic. Itthusbecomesapparentthatnotonlyshouldthecounciladdressthegrowingdemandforsuchprovisions,butthatcertainmeasuresmustbeputinplacetoeducatethepublicontheimportanceofintegratingallmigrantsintosociety,suchaspromotingmulticulturalism,howeverthisisaseparateissue.

IntermsoffeedbackfromtheactualstudentsoftheTalkEnglishclasses,weaskedthembothhowhelpfultheyfoundtheseclasses,andhowmuchtheyenjoyedthem.Asmentionedearlier,Question6wasansweredin a variety of ways, not all regarding the scale from 1-10, which is the reason this information is notpresentedasagraph.However,nearlyalloftheanswerstothequestion(abouthowhelpful thestudentsfoundtheseclasses)werepositive,withtheexceptionofoneparticipantwhosaidtheonlycriticismwasthattherewerenotenoughoftheclassesprovided.InanswertoQuestion7(abouthowmuchtheyenjoyedtheirclasses) 14 of the 17 participants chose option A, ‘I love them’, mentioning things like the teachers andvolunteersbeingverykindandhelpful,thefriendlyandwelcomingatmospherefromtheotherstudents,andthe productiveness of the classes being held in different placeswith regards to learning new vocabulary.Only 3 of the participants chose option B, ‘Yes, but I find them quite difficult’. Because there are noapplicationprocessesforTalkEnglish,theyarenotabletocategorisetheirstudentsonlevelofability,whichmeansthatforsomepeopleitmaybehelpfultolearnEnglishthroughtheir‘moreable’peers,butforothersitismoredifficult.Onewomanvoicedthat“afterthisclassyouforgeteverythingforaweekuntilyoulearnitagain in the next one”, showing how crucial it is for those looking to learn English to havemore contacthourswiththelanguageinordertoimprove.Itwasclearbytheendoftheinterviewsthatallparticipantsintheclasshadastrongdesiretolearnatamorefrequentrate.

Recently, the Skills Funding Agency revealed that funding for ESOL provisions would be cut, affecting 47colleges and16,000 learners (Evans, 2015), andaccording to theCaseyReview (Burke, 2016), funding forESOLprovisionshadbeencutby50%between2008and2015.Thishashaddetrimentaleffectson socialintegration,andresultsinlowerwagesandhigherunemploymentamongmigrantslivingintheUK.

Wehaveseenthatitispredominantlythecouncil’sresponsibilitytoaddresstheissueofESOLprovisionsinManchester formigrants, particularly refugees and asylum seekers, through the obligation of the DCLG’sIntegrationStrategy,howeverthereisclearlyalackofsupportnotonlyfororganisationslikeTalkEnglish(ofwhichthereseemstobeonlyoneinManchester),butforthemigrantsthemselvesinaccessingandfindingout about such provisions. Manchester City council spoke about the need to improve ESOL provisions(Manchester City Council 2014), however thiswould suggest that there is yetmore to be done,with the

12

councilitselfneededtospreadthewordabouttheseclasses,andfurthersupportthecommunitymemberswhowanttogainaccesstotheclasses.BylookingatthereasonsbehindwantingtolearnEnglish,bothfromour literature review and our sociolinguistic study, it seems that we must emphasise the importance ofintegrating intosocietyforthebenefitofeveryone,anddestroythestigmathatmigrantsface indoingso,whethertheyarearefugeeorasylumseekerornot.WethereforeconcludethatfromspeakingtostudentsofESOLclassesthemselves,ourstudyonlyechoeswhatmanyteachersofESOLhavebeensayingforyears:thatthereisaneedformoreorganisationslikeTalkEnglish,thatrequirenoapplicationprocess,thatprovidemoreclassesatvaryingtimesofday,thatarestructuredonability,andthatreachouttoeverysinglepersonwantingtolearnEnglish,giventhegovernment’sproposalstoprovidefreeESOLcoursestomigrants.AllthisevidenceconfirmsthatitisnotjustrefugeesandasylumseekersthatarenotbeingtakenseriouslyintermsofESOLprovisions,butallmigrantslivingintheUK.

13

Appendix

Appendix1–CopyofQuestionnairegiventostudentsofaTalkEnglishclass

1. HowlonghaveyoulivedinEngland?

2. HowlonghaveyoubeenlearningEnglish?

3. Whatotherlanguagesdoyouspeak?(includingyournativelanguage)

4. WhydoyouwanttolearnEnglish?TogetajobhereTogotoschoolhereTomakefriendsintheneighbourhoodTofeelmoreapartofthesocietyOther(pleasestate)

5. Howdidyoufindoutaboutthisclass?OnlineFriends/FamilyAdvertisementinashop/communitycentre/newspaperThroughtheCouncilOther(pleasestate)

6. Howhelpfuldoyoufindtheseclasses?(Onascaleof1–10)

7. Doyouenjoyyourclasses?IlovethemYes,butIfindthemquitedifficultIdon’tdoitfortheenjoyment,IampurelyheretolearnNotreally,theycouldbebetterNotatall

8. Howlongdoyouspendinclassperweek?

9. Howeasyaretheseclassestoaccess?Veryeasy,IhadnotroubleNotsoeasy,IhadtodoalotofresearchVerydifficult

10. Whatdoyouthinkwouldmaketheseclassesbetter?

14

Bibliography

AuthorN/A(2014).DepartmentforCommunitiesandLocalGovernmentandTheRtHonSirEricPickles(Accessedon05.06.17)https://www.gov.uk/government/speeches/integration-update

Burke,Jude(2016).CaseyReviewdemandsurgentreviewintosavageESOLcuts,FEWeek.(Accessedon05.06.17)http://feweek.co.uk/2016/12/05/casey-review-influential-report-requests-funding-rise-for-community-based-english-language-classes/

Capstick,T&Delaney,M(2016).LanguageforResilience,BritishCouncil.(Accessedon15.03.17).https://www.britishcouncil.org/sites/default/files/language-for-resilience-report-en.pdf

Evans,Darren(2015).Esolfundingcutswillhave'devastating'impactonthousandsoflearners,charitywarns,TEF(TimesEducationSupplement).(Accessedon05.06.17)https://www.tes.com/news/further-education/breaking-news/esol-funding-cuts-will-have-devastating-impact-thousands

ManchesterCityCouncil(2014).EnglishForSpeakersforOtherLanguages:ESOLandOtherEqualityFundedWork.(Accessedon15.03.17).http://www.manchester.gov.uk/download/meetings/id/17364/5_english_for_speakers_of_other_languages_esol_and_other_equality-funded_work

Summers,Hannah(2016).‘Languagebarrierleavesrefugeesfacingstruggletorebuildtheirlives’,TheGuardianOnline.(Accessedon13.03.17).https://www.theguardian.com/society/2016/nov/16/language-barrier-refugees-english-classes-integration-esol