Integration, Inclusion or Invisibility? Language Education for Adult Transnational Migrants in the UK and Germany

Abstract

The aim of the paper is to critically examine policy and practice in language education for adult migrants in the UK and Germany with the objective of interrogating the iteration of policy by national government through the perspective of pedagogic practice in two providers: a centre providing English to Speakers of Other Languages (ESOL) in the UK and another delivering Deutsch als Fremdsprache / DaF (German as a Foreign Language) in Germany. Data will include the providers’ curricula and policies; pedagogic resources; lesson observations; and interviews with teachers and managers of the provision, to discuss their views of language education policy and the articulation of policy within their organisation. The conclusions will provide a commentary on the extent to which language education provides opportunities for a critical approach to learning for migrants or whether it is fulfilling government agendas for integration and supporting mainstream economic activity by preparing learners for work.