Policy Formation for Adult Migrant Language Education in England: National Neglect and Its Implications

Autor/inn/en	Simpson, James; Hunter, Ann-Marie
Titel	Policy Formation for Adult Migrant Language Education in England: National Neglect and Its Implications
Quelle	In: Language Policy, 22 (2023) 2, S.155-178 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, James) ORCID (Hunter, Ann-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-023-09655-6
Schlagwörter	Immigrants; Adult Education; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Educational Policy; Land Settlement; Social Integration; Political Attitudes; Public Policy; Access to Education; Policy Analysis; Stakeholders; United Kingdom (England) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Politics of education; Bildungspolitik; Siedlungsraum; Soziale Integration; Political attitude; Politische Einstellung; Öffentliche Ordnung; Access; Bildung; Zugang; Bildungszugang; Politikfeldanalyse
Abstract	This article is about current policy in the coordination of opportunities for adult migrants in England to learn English. People who move to a different country experience a need to learn the dominant language of their new environment, to support their settlement. A willingness to learn the language is a marker of social inclusion from a political perspective too: an insistence that migrants have an obligation to learn and use the language is a recurrent trope in political and media discourse. In the UK, language education for adult migrants focuses on the area of education known as ESOL, English for Speakers of Other Languages. Beyond the rhetoric, policy support for migrants' learning of English across the UK is inconsistent: there is neither a UK-wide nor an England-specific strategy in policy to support access to ESOL. Where policy exists, it is formed at a local level in the absence of national direction. The aim of this paper is to consider how an important area of adult education appears to have little presence in national policy, and what the implications of this are, for practice. To achieve this, we first follow the trajectory of ESOL policy in England, considering why--despite attempts to address its coordination--there remains a lacuna. Second, we ask what the implications are of this policy gap for ESOL coordination in practice. Analysis of current policy and of interviews with key ESOL stakeholders suggests an enduring condition of fragmentation and lack of coordination to the detriment of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01