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Author(s) + contact information
Sheila Macdonald
ESOL in the UK : a critical   feminist analysis
This thesis examines the provision of English for   Speakers of Other Languages (ESOL) for immigrant adults in early 21st century   Britain from a critical feminist perspective to gain insight into the process   of learning English through adult education in the lives of women with   bi/multilingual children. Few studies in this field focus on gender as a   central social category within a multi-dimensional analysis. This research in   south east England from 2010 to 2012 involved twenty participants from a   variety of ethnic and linguistic backgrounds whose insights into their   migration and learning journeys, family relationships and local communities   are contextualised and set alongside a critical discourse analysis of   selected political and policy texts. These are examined for overt and subtle   forms of discrimination which may exert a detrimental material and symbolic   effect on women’s lives and learning, primarily those which enter the local   and domestic sphere in matters of community cohesion and family language   practices. This study challenges discourses which view English as a commodity   to be acquired, immigrants as reluctant to learn English or linear   progression routes to qualifications based on low expectations as   appropriate. Research participants are committed to a multilingual future for   their families and develop complex strategies to support their languages. A   key finding is that emotional, internal transitions are at least as   significant in their perception of themselves as successful language   learners, mothers and immigrant citizens as are material resources and   conditions. External life experiences and personal relationships are   integrally linked to linguistic confidence and self esteem and although ESOL   provision is vital it is currently constructed on a social deficit model   which does not fully meet participant’s learning needs. For many other women,   there are considerable legal, financial and childcare barriers.
Key words
ESOL, adult education,   immigrants, UK, feminist
Other interesting information
Interest for the project
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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