‘You can’t have a good integration when you don’t have a good communication’: English-language Learning Among Resettled Refugees in England

Abstract

The research presented here is based on a large scale, multi-methods study of refugees who have been resettled to the UK. We analyse quantitative data on language proficiency four or more years after resettlement to identify the key characteristics of those who are most likely to have low language proficiency and to be at risk of long term dependency and exclusion. Qualitative interviews on experiences of language learning suggest that English language policy and provision serves to exacerbate and compound the risk of social exclusion, rather than ameliorate the risk. Our findings draw attention to the lack of recognition and understanding of the diversity of resettled refugees and their differential capacities, needs and opportunities for learning. They also highlight the conflict between the policy goal of rapid entry into the labour market and the goal of language learning. These findings have clear implications for integration strategies and policy.

Language proficiency and mental disorders among migrants: A systematic review

“…Anyway, only two countries worldwide actually provide freely available language courses for migrants upon arrival (Sweden and Canada) [72]. Recently, Morrice and colleagues published an interesting article entitled "You cannot have a good integration when you do not have a good communication" [73]. We would like to readopt this concept and say that "you cannot have good mental health if you do not have a good communication."…”

Believing is achieving: a longitudinal study of self-efficacy and positive affect in resettled refugees

“…However, research has shown that too often refugees are treated as a homogeneous group and there are not the tailored pathways in place to enable individuals to access language and employment support appropriate to their needs. For example, refugees arriving with professional backgrounds would benefit from fast track language courses combined with vocational skills which would support faster access to employment commensurate with their background and qualifications (Morrice et al 2019). This is reflected in the themes emerging from the qualitative data, which showed that barriers to gaining employment and learning the language undermined mastery experiences and negatively influenced individuals' physical and emotional states (and thereby their self-efficacy and positive affect).…”

“…English language skills have been shown to impact wellbeing of refugees in the UK in various ways (e.g. Morrice et al 2019;Tip et al 2019), and the interviews revealed how self-efficacy may play a role in this link. Immediately after the support provided by the Gateway Programme ended, which was one year after arrival, some people felt that they were unable to address problems they faced in their daily lives in the UK.…”

Enfant persécuteur ou enfant sauveur ? Quand trauma et migration s’amalgament à l’ambivalence de la mère dans la relation à son bébé

“…40 See http://iamamigrant.org/stories/cambodia/sophal. On the importance of and barriers to language learning for refugees, see Morrice et al, 2019. 41 Chiswick, 2016Aoki and Santiago, 2018.…”