Zaina Aljumma
English for Speakers of Other Languages (ESOL) Tutors’ perspectives on literacy and language difficulties among forced migrants’ learners and the impact on their progress in Wales
This is a master's research project that focuses on the ESOL tutors’ perspectives on (post-16) learners of sanctuary seeking backgrounds in Wales with language and literacy difficulties. It looks at how the tutors address the signs of these difficulties, their concerns, and their strategies to support those learners.
Background: More sanctuary seekers young people are living in British cities as a result of the migrant crisis and must acquire English immediately (Chick, 2017). According to Reid (2017), numerous psychological theories and studies can shed light on the factors that may influence the conversations of second language learners with literacy and language difficulties.
Aims: To explore ESOL tutors' perspectives on their learners' literacy and language difficulties (were addressed in two steps.)
Part A: What are the first sign/s when ESOL tutors identify their learners with literacy and/or language difficulties?
Part B: What are their concerns when ESOL tutors identify these signs among their learners with low levels of literacy and/or language difficulties?
- What do ESOL tutors add in their curriculum to support their learners?
Ethics: The project respects the rights of participants and is forthright in its reporting of findings. It follows all of the ethical guidelines suggested by BERA.
Methods: Mixed methods design, incorporating:
English for Speakers of Other Languages (ESOL) Tutors’ perspectives on literacy and language difficulties among forced migrants’ learners and the impact on their progress in Wales
This is a master's research project that focuses on the ESOL tutors’ perspectives on (post-16) learners of sanctuary seeking backgrounds in Wales with language and literacy difficulties. It looks at how the tutors address the signs of these difficulties, their concerns, and their strategies to support those learners.
Background: More sanctuary seekers young people are living in British cities as a result of the migrant crisis and must acquire English immediately (Chick, 2017). According to Reid (2017), numerous psychological theories and studies can shed light on the factors that may influence the conversations of second language learners with literacy and language difficulties.
Aims: To explore ESOL tutors' perspectives on their learners' literacy and language difficulties (were addressed in two steps.)
Part A: What are the first sign/s when ESOL tutors identify their learners with literacy and/or language difficulties?
Part B: What are their concerns when ESOL tutors identify these signs among their learners with low levels of literacy and/or language difficulties?
- What do ESOL tutors add in their curriculum to support their learners?
Ethics: The project respects the rights of participants and is forthright in its reporting of findings. It follows all of the ethical guidelines suggested by BERA.
Methods: Mixed methods design, incorporating:
- Literature review relating to ESOL, sanctuary polices, wellbeing and educational outcomes in sanctuary seekers learners.
- Exploration of ESOL tutor perspectives:
- Qualitative interviews with 12 ESOL tutors.
- Creative method: Infographics were created to make the findings/research more accessible.
