Belonging and bordering in refugee and asylum-seeking language learning communities

英国对移民、难民和寻求庇护者的侵略和敌意程度被认为是独一无二的（UNHCR, 2015），几乎一半的英国人声称对那些从法国穿越海峡到英国的危险旅程几乎没有同情（YouGov, 2020）。民族主义、单一语言的意识形态正在兴起，英语学习日益政治化，英国脱欧后的新移民政策引入了更严格的语言要求（英国内政部，2020年）。这项研究将回应这种分裂的社会政治景观，通过探索难民和寻求庇护者在语言、边界和归属感方面的经历来参与这些问题。背景和理由推动“融合”一直是围绕移民的政府政策和政治话语的主要推动力，其中英语语言教育起着关键作用。辛普森指出，“强调英语作为公民身份的条件和融合的制造商”（2019年，第26页），很明显，近年来的ESOL政策和报告一直专注于语言学习与边界议程之间的关系（Casey, 2016； MHCLG,2019; Morrice, 2007; Simpson, 2019; Stevenson & Paget, 2014）。最近的研究考虑了ESOL教育与融入之间的联系，因为它与政策有关（Court, 2017; Simpson,2019），然而，关于ESOL学习者对语言学习社区作为边界和归属空间的感知和体验的研究很少发表。

The UK is considered unique in its levels of aggression and hostility towards migrants,refugees and people seeking asylum (UNHCR, 2015) and almost half of British people claimed tohave little to no sympathy for those taking dangerous journeys to cross the channel from France toEngland (YouGov, 2020). Nationalist, monolinguistic ideologies are on the rise and English languagelearning is increasingly politicised, reinforced by the introduction of more restrictive languagerequirements under the new immigration policies that have followed Brexit (Home Office, 2020).This study will respond to this divided socio-political landscape, engaging with these issues byexploring refugee and asylum-seeking people's experiences in relation to ideas of language,bordering and belonging.Background and RationaleThe push for 'integration' has been the main thrust of government policies and politicaldiscourse around immigration, in which English language education plays a key role. Simpson notesthe "emphasis on the English language as a condition of citizenship and as a maker of integration"(2019, p. 26) and it is clear that ESOL policy and reports over recent years have been preoccupiedwith the relationship between language learning and bordering agendas (Casey, 2016; MHCLG,2019; Morrice, 2007; Simpson, 2019; Stevenson & Paget, 2014). Recent research has considered theconnections between ESOL education and integration as it relates to policy (Court, 2017; Simpson,2019) however there are few published studies on ESOL learners' perceptions and experiences withlanguage learning communities as spaces for bordering and belonging.