The emancipation continuum

Analysing the role of Esol in the settlement of immigrants

Dados Bibliográficos

ID11166759
AutoresSteve Brown (0000-0002-6781-8275, Director of Studies: English Language Unit, University of the West of Scotland, Paisley, UK, autor correspondente)
Ano2021
Volume42
Fascículo5-6
Páginas864-880
Data de publicação2021-08-18
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Sociology of Education (JOURNAL)
Identificadores do periódicoISSN: 0142-5692 • E-ISSN: 1465-3346
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2021.1908116
OpenAlexW3164576218
IdiomaEN
Citações recebidas4
Referências citadas24

This article explores connections between language and the social inclusion of immigrants. It analyses three different models of immigration settlement: assimilation, integration through social capital, and inclusion. It then explores how education - and in particular the teaching of English to Speakers of Other Languages (ESOL) - can promote values and develop capacities in immigrant learners that either restrict or promote their ability to flourish as active, included members of society. I present these concepts on a continuum, as a framework that can be applied to analyse the role of ESOL in the settlement of immigrants. This continuum is then applied to the ESOL context in Scotland and reveals that, despite the emancipatory language in Scottish government policy discourse, the impact of ESOL provision is largely limited to the empowerment of individual learners and has little impact on addressing structural inequalities or injustices

Economics · Educational inequality · Emancipation · Empowerment · Immigration · Inclusion (mineral · Inequality · Pedagogy · Political science · Settlement (finance · Social science · Sociology · Sociology of Education · Education and experiences of immigrants and refugees · Gender Studies · Global Education and Multiculturalism · Law · Migration, Refugees, and Integration