Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.807971
Title: Belonging : a study of the relationship between migrant women's social interactions and their perception of their own integration
Author: Graham-Brown, Nafisah
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2020
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
Migrant women settling in the UK face multiple barriers to integration. This qualitative study explored the experiences of six newly arrived migrant women who attended community ESOL classes (English for Speakers of Other Languages), focusing on the women’s social interactions in English, the places in which social interactions took place and their sense of belonging. Belonging is defined as feeling at ease with oneself and one’s surroundings (Miller, 2003). Data was gathered over one and a half years, using narrative interviews and oral diaries, and analysed using thematic and classic content analysis methods. The study concluded that women’s social interactions took place in four main spheres: local community, public services, work and home. Data demonstrated that social interactions in English affected women’s feelings of belonging from four aspects: material, relational, cultural and temporal. Findings indicated that social interactions supported women to build trust in people who were different to them and to learn cultural knowledge, practices and acceptable behaviours not formally taught in their ESOL sessions, which supported participants to gain access and to feel at ease in unfamiliar spheres. This study will help teachers to recognise the contribution of social interactions to their students’ language development and integration; policy-makers to plan for future ESOL and integration programme development and funding; and assist organisations in designing more effective community ESOL programmes. Recommendations include for practitioners to plan for activities to support social interactions outside the classroom, to consider the importance of digital skills in enabling ESOL learners to participate in online social interactions, and a more joined-up approach with public service organisations to support staff in those roles to understand how to best support migrant clients who are learning English.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.807971  DOI: Not available
Share: