From 'language learning as the key to integration' to 'language learning for enriching solidarities in diversity'

作为我博士工作的一部分，我构建了一个框架，自下而上地重新设想移民语言教育，采取一种更公正、更解放、基于团结的方法，摆脱自上而下的移民融入民族国家的幻想，这些想法已成为政治和公共话语中的重点，而多元文化主义的反弹推动了这些想象。因此，我主张从“语言学习是融合的关键”到“语言学习丰富团结”的规范性转变。在移民城市伦敦的背景下，这一点尤其相关，在那里，城市多元文化和日益增加的移民驱动的多样性与根深蒂固的不平等形式交织在一起，取而代之的是对差异的排序和排序，以及建立复杂的归属和融合等级。我的研究突出了移民语言教育是如何纠缠在这些过程中的，以及这给移民语言教育环境带来的挑战。我主张将这些场景概念化为跨文化接触的“微公众”，其中欢乐与紧张和冲突共存，并认为这些场景需要有效地参与到这种动态中来。在这一背景下，我的新框架侧重于微观层面的做法和接触，以及移徙语言教育“微型公众”如何在日益多样化的条件下利用团结，成为学习、归属感的场所和建设更公平和包容的未来的支持性社会。研究金将使我能够开发、测试和应用这一以团结为基础的新模式，并通过向学术和非学术受众传播来推广它，为当前关于多元文化主义、城市多样性和移民语言教育的辩论做出及时贡献。这将进一步促进移徙研究和语言教育之间的跨学科对话，通过我的工作获得新的见解，丰富这两个领域。该研究金的另一个目的是在社会政治和社会经济动荡加剧的时期，影响自下而上的融合和社区建设问题的决策，以及其他语言使用者的英语(ESOL)。我将开展一项小规模后续研究项目，作为这项研究金的一部分，以推进我的团结框架。参与性和合作性项目将开发新的自下而上的移民语言教育模式，并利用参与性摄影/照片声音，记录共同建设和实施一个简短的、量身定做的替代语言课程。通过了解在这一背景下遇到和谈判多样性的方式，以及作为这一干预措施的一部分，参与者此时此刻正在进行的做法，该项目将能够更持续地了解新出现的关系构成的多样性团结的创新形式，以及在移徙教育“微型公共机构”中培养欢乐能力的不同方式。该项目将与各种不同的移民和难民学生群体以及我博士研究同一实地地点的一两名从业人员合作进行，他们对参与其他项目表现出了浓厚的兴趣。该研究项目为研究金、出版物(特别是专著)、专题介绍和网络研讨会的注重影响的目标提供信息和支持。网络研讨会将在研究金结束时举办，为参与性研究项目的参与者提供一个平台，与决策者见面并分享他们的经验，帮助他们有效地参与在日益多样化的条件下丰富团结的语言学习问题，并探索应对当前挑战的创新方法。

As part of my doctoral work, I have constructed a framework that reimagines migrant language education from the bottom up for a more socially just, emancipatory, solidarity-based approach moving away from top-down imaginations of migrant integration into the nation-state that have become emphasised in political and public discourse propelled by the backlash to multiculturalism. Thus, I advocate for a normative shift from 'language learning as the key to integration' to 'language learning for enriching solidarities'. This is particularly relevant in the context of the migrant city London where urban multiculture and increased migration-driven diversity intersect with entrenched forms of inequalities giving way to the ranking and ordering of difference and the establishing of complex hierarchies of belonging and integration. My research highlights how migrant language education has become entangled in these processes and the challenges this poses for migrant language educational settings. I argue for the conceptualisation of these settings as 'micropublics' of cross-cultural encounter where conviviality co-exists with tension and conflict and for the need of these settings to effectively engage with this dynamic. Within this context, my new framework focuses on micro-level practices and encounters and the ways in which migrant language educational 'micropublics' can harness the forging of solidarities under conditions of increasing diversity and become places of learning, belonging and a supportive sociality for the building of more equitable and inclusive futures. The fellowship will enable me to develop, test, and apply this new solidarity-based model and promote it through dissemination to academic and non-academic audiences providing a timely contribution to current debates on multiculturalism, urban diversity and migrant language education. This will furthermore facilitate cross-disciplinary dialogue between migration research and language education enriching both fields with novel insights gained through my work. The fellowship further aims to influence policymaking on the issues of integration and community building from the bottom-up as well as English for Speakers of Other Languages (ESOL) in a time of increased socio-political and socio-economic volatility. I will carry out a small-scale follow-up research project as part of this fellowship to advance my solidarity-based framework. The participatory and collaborative project will develop the new bottom-up model to migrant language education and document the co-construction and implementation of a short tailor-made alternative language course utilising participatory photography/photo voice. By capturing the ways in which diversity is encountered and negotiated in this context and the practices the participants are engaging in here and now as part of this intervention, the project will be able to provide a more sustained understanding of emergent relationally constituted innovative forms of solidarity in diversity and different ways in which convivial capabilities can be fostered within migrant educational 'micropublics'. The project will be carried out in collaboration with a diverse and heterogeneous group of migrant and refugee students and one or two of the practitioners at the same field site of my doctoral research who have shown keen interest in being involved in further projects. The research project informs and supports the impact-orientated objectives of the fellowship, the publications (in particular the monograph), presentations, and the webinar. The webinar will be organised towards the end of the fellowship and provides a platform for the participants of the participatory research project to meet and share their experiences with policy makers to help them engage effectively with the question of language learning for enriching solidarities under conditions of increasing diversity and to explore innovative approaches to tackle current challenges.