RT journal article
T1 Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK
A1 Chamorro, Gloria
A1 Garrido-Hornos, María del Carmen
A1 Vázquez Amador, María
A2 Filología Francesa e Inglesa
K1 ESOL
K1 language learning
K1 motivation
K1 refugees and asylum seekers
K1 teachers’ perspectives
AB 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.
PB De Gruyter
SN 0019-042X
YR 2023
FD 2023
LK http://hdl.handle.net/10498/34141
UL http://hdl.handle.net/10498/34141
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 06-nov-2026