Abstract

This article explores connections between language and the social inclusion of immigrants. It analyses three different models of immigration settlement: assimilation, integration through social capital, and inclusion. It then explores how education - and in particular the teaching of English to Speakers of Other Languages (ESOL) - can promote values and develop capacities in immigrant learners that either restrict or promote their ability to flourish as active, included members of society. I present these concepts on a continuum, as a framework that can be applied to analyse the role of ESOL in the settlement of immigrants. This continuum is then applied to the ESOL context in Scotland and reveals that, despite the emancipatory language in Scottish government policy discourse, the impact of ESOL provision is largely limited to the empowerment of individual learners and has little impact on addressing structural inequalities or injustices.

摘要

本文探讨了语言与移民的社会包容之间的联系。它分析了三种不同的移民定居模式：同化、社会资本融合和包容。然后探讨了教育——尤其是对讲其他语言的人 (ESOL) 的英语教学——如何促进移民学习者的价值观和能力发展，从而限制或促进他们作为积极的、包容的社会成员蓬勃发展的能力。我在一个连续体上呈现这些概念，作为一个框架，可用于分析 ESOL 在移民安置中的作用。这个连续统随后被应用于苏格兰的 ESOL 背景，并表明，尽管苏格兰政府政策话语中的解放性语言，