The Emancipation Continuum: Analysing the Role of ESOL in the Settlement of Immigrants

Autor/in	Brown, Steve
Titel	The Emancipation Continuum: Analysing the Role of ESOL in the Settlement of Immigrants
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.864-880 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1908116
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Immigrants; Land Settlement; Social Differences; Acculturation; Models; Social Capital; Inclusion; Correlation; Guidelines; Educational Policy; Social Justice; Foreign Countries; Social Integration; Empowerment; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Siedlungsraum; Sozialer Unterschied; Akkulturation; Analogiemodell; Sozialkapital; Inklusion; Korrelation; Richtlinien; Politics of education; Bildungspolitik; Soziale Gerechtigkeit; Ausland; Soziale Integration
Abstract	This article explores connections between language and the social inclusion of immigrants. It analyses three different models of immigration settlement: assimilation, integration through social capital, and inclusion. It then explores how education - and in particular the teaching of English to Speakers of Other Languages (ESOL) - can promote values and develop capacities in immigrant learners that either restrict or promote their ability to flourish as active, included members of society. I present these concepts on a continuum, as a framework that can be applied to analyse the role of ESOL in the settlement of immigrants. This continuum is then applied to the ESOL context in Scotland and reveals that, despite the emancipatory language in Scottish government policy discourse, the impact of ESOL provision is largely limited to the empowerment of individual learners and has little impact on addressing structural inequalities or injustices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01