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，从下到上重新构想移民语言教育，以一种更加社会公正、解放、基于团结的方法，摆脱对移民融入民族国家的自上而下的想象，这种想象在对多元文化主义的强烈抵制推动下，在政治和公共话语中得到了强调。因此，我主张从“语言学习作为整合的关键”到“语言学习丰富团结”的规范性转变。这在移民城市伦敦的背景下尤为重要，在伦敦，城市多元文化和日益增长的移民驱动的多样性与根深蒂固的不平等形式相交，让位于对差异的排名和排序，以及建立复杂的归属和融合等级。我的研究强调了移民语言教育如何在这些过程中纠缠在一起，以及这对移民语言教育环境构成的挑战。我主张将这些环境概念化为跨文化相遇的“微公众”，在这里，欢乐与紧张和冲突并存，并且需要这些环境有效地参与这种动态。在此背景下，我的新框架侧重于微观层面的实践和遭遇，以及移民语言教育“微公众”如何在日益多样化的条件下利用团结，成为学习、归属感和支持性社会的场所，以建设更加公平和包容的未来。该奖学金将使我能够开发、测试和应用这种基于团结的新模式，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的贡献。这将进一步促进移民研究和语言教育之间的跨学科对话，通过我的工作丰富这两个领域的新见解。该奖学金的进一步目标是在社会政治和社会经济波动加剧的时期，影响自下而上的融合和社区建设问题以及面向其他语言的英语（ESOL）的政策制定。作为该奖学金的一部分，我将开展一个小规模的后续研究项目，以推进我基于团结的框架。这个参与性和合作性的项目将开发一种新的自下而上的移民语言教育模式，并记录利用参与性摄影/照片声音共同构建和实施一门量身定制的短期替代语言课程。通过捕捉在这种背景下遇到和协商多样性的方式，以及参与者在这里和现在参与的实践，作为干预的一部分，该项目将能够提供一个更持久的理解，即新兴的关系构成的多样性团结的创新形式，以及在移民教育“微公众”中培养快乐能力的不同方式。该项目将与一群不同的移民和难民学生以及我博士研究的同一领域的一到两名实践者合作进行，他们对参与进一步的项目表现出浓厚的兴趣。该研究项目为奖学金、出版物（特别是专著）、演讲和网络研讨会的影响导向目标提供信息和支持。网络研讨会将在奖学金结束时组织，为参与研究项目的参与者提供一个平台，与政策制定者会面并分享他们的经验，以帮助他们有效地参与语言学习问题，在日益多样化的条件下丰富团结，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.