Language Education for Forced Migrants: Governance and Approach

Mike Chick, Iona Hannagan Lewis

    Research output: Contribution to journalArticlepeer-review

    60 Downloads (Pure)


    This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons’ Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.
    Original languageEnglish
    Article number4030074
    Number of pages19
    Issue number3
    Publication statusPublished - 12 Sep 2019


    • language policy
    • integration
    • ESOL
    • forced migrants
    • Nation of Sanctuary
    • refugees


    Dive into the research topics of 'Language Education for Forced Migrants: Governance and Approach'. Together they form a unique fingerprint.

    Cite this