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Exploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK

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dc.contributor.authorChamorro Galán, María Gloria
dc.contributor.authorGarrido Hornos, María del Carmen
dc.contributor.authorVazquez Amador, María
dc.contributor.orcidhttps://orcid.org/0000-0002-3030-5409
dc.contributor.orcidhttps://orcid.org/0000-0003-3861-1491
dc.date.accessioned2024-07-22T09:22:06Z
dc.date.available2024-07-22T09:22:06Z
dc.date.issued2023-06-01
dc.descriptionThe registered version of this article, first published in “International Review of Applied Linguistics in Language TeachingVol, 61 (2)( (2023)", is available online at the publisher's website: El Gruyter, https://doi.org/10.1515/iral-2020-0155
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “International Review of Applied Linguistics in Language Teaching Vol, 61 (2)(2023)", está disponible en línea en el sitio web del editor: El Gruyter, https://doi.org/10.1515/iral-2020-0155
dc.description.abstractThe aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers’ responses and their background or their students’ profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students’ language learning more successfully.en
dc.description.versionversión publicada
dc.identifier.citationChamorro, G., Garrido-Hornos, M. D. C., & Vázquez-Amador, M. (2023). Exploring ESOL teachers” perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK. IRAL - International Review of Applied Linguistics in Language Teaching, 61(2), 201-226. https://doi.org/10.1515/IRAL-2020-0155
dc.identifier.doihttps://doi.org/10.1515/IRAL-2020-0155
dc.identifier.issn0019-042X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23052
dc.journal.issue2
dc.journal.titleInternational Review of Applied Linguistics in Language Teaching
dc.journal.volume61
dc.language.isoen
dc.page.final226
dc.page.initial201
dc.publisherEl Gruyter
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.subject.keywordsESOLen
dc.subject.keywordslanguage learningen
dc.subject.keywordsmotivationen
dc.subject.keywordsrefugees and asylum seekersen
dc.subject.keywordsteachers’ perspectivesen
dc.titleExploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UKen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationd1584687-b7d2-420e-9d9f-4bd500cb8841
relation.isAuthorOfPublication.latestForDiscoveryd1584687-b7d2-420e-9d9f-4bd500cb8841
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