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

Chamorro Galán, María GloriaGarrido Hornos, María del CarmenVazquez Amador, María2024-07-222024-07-222023-06-01Chamorro, 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-2020-01550019-042Xhttps://doi.org/10.1515/IRAL-2020-0155https://hdl.handle.net/20.500.14468/23052The 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-2020-0155La 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-2020-0155The 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.eninfo:eu-repo/semantics/openAccess57 LingüísticaExploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UKartículoESOLlanguage learningmotivationrefugees and asylum seekersteachers’ perspectives