English in Displacement: Language Learning and Test Preparation Experiences of Refugees and Asylum Seekers

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2024-09-15 DOI:10.1002/tesq.3356

Brigita Séguis, Heidi Miu, Ross Goldstone

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Abstract

In an effort to better support adult and refugee English language learners, this paper aims to focus on understanding the needs and experiences of one specific group, that is, refugee and asylum seeker healthcare professionals (RASHPs), based in the United Kingdom. RASHPs tend to be highly educated and experienced learners. One of their main objectives is to acquire high levels of English language proficiency and possibly return to clinical practice in their new host country. The data for the study come from an online survey that was completed by 106 respondents, followed by interviews conducted with three nurses and nine doctors. Additionally, two language test preparation teachers were also interviewed. The findings show that RASHPs represent a very diverse group of learners, with a range of linguistic backgrounds, age groups, and proficiency levels. Results further reveal that RASHPs often face a range of situational, technological and psycho‐social barriers that may prevent them from fully engaging with their English language and test preparation classes. The study concludes with a series of classroom and policy‐level recommendations that could help ensure better outcomes for refugee and asylum seeker learners.

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流离失所中的英语：难民和寻求庇护者的语言学习和考试准备经历

为了更好地支持成人和难民英语学习者，本文旨在重点了解一个特殊群体的需求和经历，即英国的难民和寻求庇护者医疗保健专业人员（RASHPs）。难民和寻求庇护者医护人员往往受过高等教育，学习经验丰富。他们的主要目标之一是获得高水平的英语语言能力，并有可能回到新的东道国从事临床实践。本研究的数据来自 106 位受访者完成的在线调查，以及对 3 位护士和 9 位医生进行的访谈。此外，还采访了两名语言考试准备教师。研究结果表明，RASHP 代表了一个非常多元化的学习者群体，他们有着不同的语言背景、年龄段和语言水平。研究结果进一步显示，RASHPs 往往面临着一系列情境、技术和社会心理方面的障碍，这些障碍可能会妨碍他们充分参与英语语言和考试准备课程。研究最后提出了一系列课堂和政策层面的建议，有助于确保难民和寻求庇护者学习者取得更好的成果。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.