"I Feel Integrated When I Help Myself: ESOL Learners' Views and Experiences of Language Learning and Integration

Autor/in	Court, Jill
Titel	"I Feel Integrated When I Help Myself: ESOL Learners' Views and Experiences of Language Learning and Integration
Quelle	In: Language and Intercultural Communication, 17 (2017) 4, S.396-421 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1368137
Schlagwörter	Foreign Countries; Student Experience; Student Attitudes; Migrants; Refugees; Social Integration; English (Second Language); Language Skills; Identification (Psychology); Second Language Learning; Language Proficiency; Group Discussion; Social Isolation; Negative Attitudes; Self Efficacy; Communicative Competence (Languages); College Programs; Learning Experience; Social Experience; Adult Students; Interviews; Participatory Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Schülerverhalten; Migrantin; Flüchtling; Soziale Integration; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Language skills; Gruppendiskussion; Soziale Isolation; Negative Fixierung; Self-efficacy; Selbstwirksamkeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Studienprogramm; Lernerfahrung; Soziale Erfahrung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Interviewing; Interviewtechnik; Forschungstätigkeit
Abstract	This paper describes a small-scale study conducted in England with a group of adult migrant and refugee ESOL learners. The study explores how participants conceptualised integration, and their perceptions of the relationship between learning English and integration. The findings highlight that the extent to which a person feels integrated, for example, by feeling accepted in society and in specific contexts, affects their opportunities for social interaction and improving their English language skills. Recommendations include increasing ESOL funding and provision, and measures to increase learners' self-confidence by supporting more positive identity positions for migrant and refugee learners of English both inside and outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01