RT info:eu-repo/semantics/article
T1 Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK
A1 Chamorro, Gloria
A1 Garrido Hornos, María del Carmen
A1 Vázquez Amador, María
K1 Refugees and Asylum Seekers; Language Learning; Motivation; ESOL; Teachers’ Perspectives
AB The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers’ responses and their background or their students’ profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students’ language learning more successfully.
SN 0019-042X
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/65723
UL https://uvadoc.uva.es/handle/10324/65723
LA spa
NO IRAL - International Review of Applied Linguistics in Language Teaching, 2023, vol. 61, n. 23. p. 201-226
DS UVaDOC
RD 06-ago-2024