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

他的项目旨在探索向英国被迫移民教授英语的新方法，以促进公平参与和融合。该项目利用应用语言学的研究，将语言教学如何与身份的意识形态构建和成为紧密联系在一起(Callan，2014；Holliday，2016；Cooke和Peutrell，2019年)。这项研究的意义在于，它可能有助于重塑英国说其他语言的人的英语(ESOL)，因为它背离了当前的ESOL政策，该政策将融合与基于一套单一的文化价值观的公民模式联系在一起，这套文化价值观称为“基本的英国价值观”(Cooke等人，2015；Cooke和Peutrell，2019年)。目前的做法是有问题的，因为它在两个方面违背了多样性和公平公民身份的原则。首先，它不支持承认和确认难民学习者的社会文化身份的平等参与，因为它完全以接受一套价值观和语言规范为社会成员资格的条件。其次，这种方法根据社会文化和语言规范的交换价值对人们进行分层，没有给学习者留下质疑这种分层的空间。出于这个原因，当前的ESOL政策可能会重新实施一定程度的“他者”，因为这可能会给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。在现实中，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一个术语。相反，他们坚持认为，强化一套生活准则会让“英国感觉像是所有公民的家”(英国政府，2019a：11)，并让“人们适应现代、多样化的英国生活”(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).