@misc{10498/34141,
year = {2023},
url = {http://hdl.handle.net/10498/34141},
abstract = {The 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 wascollectedusinganonlinequestionnaire,whichwascompletedby 72 teachers from different institutions throughout the UK teaching English to refugeesandasylumseekers.Theresultsrevealedteachers’perspectives onthemain 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 andanycorrelations foundbetweentheteachers’responsesandtheir 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.},
publisher = {De Gruyter},
keywords = {ESOL},
keywords = {language learning},
keywords = {motivation},
keywords = {refugees and asylum seekers},
keywords = {teachers’ perspectives},
title = {Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK},
doi = {https://doi.org/10.1515/iral-2020-0155},
doi = {1613-4141},
author = {Chamorro, Gloria and Garrido-Hornos, María del Carmen and Vázquez Amador, María},
}