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The impact of English language proficiency on the daily lives of refugees and asylum seekers

Aston University School of Law and Social Sciences
βœ“ Fully Funded ⏰ Closing Soon qualitative research sociology asylum seekers english language integration language proficiency refugees

Explore how English proficiency shapes refugees and asylum seekers' daily lives in the UK. Investigate integration challenges and language support needs through qualitative research.

AI-generated overview

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Why This Research Matters

This study addresses critical integration barriers faced by displaced populations by clarifying English proficiency requirements. It informs policy and practice to enhance social inclusion, supporting refugees’ fuller participation in their communities.

English Language Proficiency Refugees Asylum Seekers Social Integration Qualitative Research Language Support

Project Description

This project investigates how English language proficiency affects the daily lives of refugees and asylum seekers in the UK. It sits at the intersection of Sociology and Teaching English to Speakers of Other Languages, focusing on integration challenges and the impact of new government English requirements. The successful candidate will use qualitative case study methods, including semi-structured interviews and participant observation, to explore English language use in everyday interactions by refugees and asylum seekers. The study aims to identify the English proficiency level needed for active community participation and potential targeted language support. Results are expected to clarify English proficiency requirements for successful integration and inform better English language teaching strategies. The findings will aid policymakers and service providers to support refugees' social inclusion more effectively. Integration of refugees and asylum seekers remains a pressing UK issue. This research informs the government, educators, and community groups about realistic language expectations and effective support to promote social cohesion, economic opportunity, and wellbeing among displaced populations.

Entry Requirements

The successful candidate should hold or expect to achieve a First or Upper Second Class Honours undergraduate degree and a Masters degree with Merit or Distinction in a relevant subject. Qualifications from overseas institutions will be considered if equivalent. Experience with people who have English as an Additional Language, charity volunteering, and qualitative research methodologies is desirable.

How to Apply

Applications must be complete with English language transcripts and certificates, a research statement, personal statement, CV, two academic references (at least one recent), evidence of English language requirements, and a copy of passport with settled or pre-settled status if relevant. Submit to Aston University; contact Prof Sue Garton at s.garton@aston.ac.uk for enquiries. Interviews held online. Contact pgr_admissions@aston.ac.uk for application process info.

Eligibility

UK/Home
EU
International

Supervisor Profile

PS
Prof Sue Garton
Aston University, School of Law and Social Sciences
3500 Citations
30 h-index
Google Scholar

Prof Sue Garton specializes in the intersection of language and social integration, focusing on minority and migrant groups. Her research employs qualitative methodologies to understand language acquisition and use in diverse contexts. She has extensive experience supervising projects related to language education and social inclusion.

Key Publications

2015
Investigating Language Learning Strategies in Multilingual Contexts
This paper provided insights into how multilingual learners approach language acquisition, influencing teaching strategies.
2018
Language Assessment and Policy: Challenges and Directions
It examined the relationship between language testing and policy-making, informing assessment reforms.
2012
The Role of Pragmatic Competence in Second Language Acquisition
This study highlighted the importance of pragmatic skills in effective language use, shaping curriculum development.