Roads for Equitable Integration: The Impact of the UK ESOL Policy on Refugees' Socio-cultural Resilience, Inclusion and Citizenship

他的项目旨在探索新的方法来教英语被迫移民在英国，以促进公平参与和融合。该项目借鉴了应用语言学研究，汇集了语言教学和学习如何与身份和成为的意识形态建设紧密相连（Callan，2014; Holliday，2016; Cooke和Peutrell，2019）。这项研究的重要性源于它有可能有助于重新想象英国的其他语言使用者英语（ESOL），偏离目前的ESOL政策，该政策将融合与基于单一单一整体文化价值观的公民模式联系起来，称为“英国基本价值观”（Cooke et al.，2015; Cooke和Peutrell，2019）。目前的这种做法是有问题的，因为它在两个方面违背了多样性和平等公民权的原则。首先，它不支持承认和确认难民学习者的社会文化身份的公平参与，因为它完全以接受一套价值观和语言规范为社会成员的条件。其次，这种方法根据人们的社会文化和语言规范的交换价值将人们分层，没有给学习者留下任何质疑这种分层的空间。出于这个原因，目前的ESOL政策可能会重新执行一定程度的“他者”，因为它可能会给ESOL学习者留下这样的印象，即他们自己的社会文化现实与预期的文化价值观不一致。事实上，大多数英国价值观可以被视为共同价值观，这是官方ESOL政策制定者坚持不使用的术语。相反，他们坚持认为，加强一套价值观的生活使“英国感觉像所有公民的家”（HM Government，2019年a：11），并装备“人们在现代，多元化的英国生活”（同上：13）。

his project aims to explore new approaches to teaching English to forced migrants in the UK in order to promote equitable participation and integration. The project draws on applied linguistics research that brings together how language teaching and learning is tightly linked to the ideological construction of identities and becoming (Callan, 2014; Holliday, 2016; Cooke and Peutrell, 2019). The significance of this research stems from its potential to contribute to reimagining English for Speakers of Other Languages (ESOL) in the UK, by deviating from the current ESOL policy that links integration with a citizenship model based on a single monolithic set of cultural values called 'the fundamental British values' (Cooke et al., 2015; Cooke and Peutrell, 2019). This current approach is problematic as it contradicts the principles of diversity and equitable citizenship in two ways. First, it does not support equitable participation that recognises and validates the socio-cultural identities of refugee learners as it exclusively conditions social membership upon embracing one set of values and linguistic norms. Second, this approach stratifies people according to the exchange value of their socio-cultural and linguistic norms, leaving no room for learners to contest this stratification. For this reason, there is a risk that current ESOL policies could re-enforce a degree of 'otherness' as it may leave ESOL learners with the impression that their own socio-cultural realities are at odds with expected cultural values. In reality, most British values can arguably be seen as shared values, a term that official ESOL policymakers insist on not using. Rather, they insist that reinforcing one set of values to live by makes "the UK feel like home for all citizens" (HM Government, 2019a: 11) and equips "people for life in modern, diverse Britain" (ibid: 13).