Monitoring for Equality? Asylum Seekers and Refugees' Retention and Achievement in English for Speakers of Other Languages (ESOL)

Autor/in	Phillimore, Jenny
Titel	Monitoring for Equality? Asylum Seekers and Refugees' Retention and Achievement in English for Speakers of Other Languages (ESOL)
Quelle	In: International Journal of Inclusive Education, 15 (2011) 3, S.317-329 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Tutors; Refugees; English (Second Language); Second Language Learning; Foreign Countries; Employment; Second Language Instruction; Interviews; Social Integration; Persistence; Dropouts; Goal Orientation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Dienstverhältnis; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Soziale Integration; Ausdauer; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Zielorientierung; Zielvorstellung
Abstract	Interest in the integration of refugees has grown with the increase in numbers of asylum seekers dispersed across the UK. The ability to communicate effectively in English is seen as the key priority in facilitating integration, while a lack of English language is seen as one of the major barriers to refugee employment. Some 267 million British Pounds was spent on English for Speakers of Other Languages (ESOL) classes in 2004/05. However, commentators have observed that asylum seekers and refugees continue to struggle to speak English. This paper examines data from interviews with refugees and ESOL tutors, and statutory data recording retention and achievement of asylum seekers and refugees, to explore the extent to which they are achieving in ESOL, and the effectiveness of the existing monitoring system in assessing whether ESOL meets the needs of asylum seekers and refugee learners. It finds that there are major inconsistencies between the retention and success rates observed in the monitoring data and those reported by tutors and refugees. A range of problems are identified that indicate that monitoring is neither robust nor reliable and that refugees and asylum seekers are struggling to learn sufficient English to enable integration. (Contains 2 notes and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10