Welcoming Languages: Including a Refugee Language in Scottish Education
Lead Research Organisation:
University of Glasgow
Department Name: School of Education
Abstract
The project 'Welcoming Languages: Refugee Languages in Scottish Education' (henceforth: Welcoming Languages) explores the potential for inclusion of a refugee language in Scottish education, as a concrete way to enact the promise of "integration as a two-way process" that is at the core of the New Scots Refugee Integration Strategy (Scottish Government, 2018). The Welcoming Languages project explores unforeseen pathways to impact that emerged as the result of the AHRC-GCRF funded research project: 'The Impact of language. Collaborating across borders to the design, development and promotion of an Online Palestinian Arabic Course' (henceforth: OPAC) which was completed in 2018. The main output of the OPAC project was the Online Arabic from Palestine (OAfP) language course for beginners, co-designed and co-developed through a collaboration between the University of Glasgow (School of Education) and the Islamic University of Gaza (Arabic Center). According to the latest available figures, the course has attracted over 30 learners taking the OAfP course and has led to an increase in the number of learners also for other courses available at the Arabic Center.
The Welcoming Languages project builds on the activities and will engage new user communities in Scotland though free online Arabic lessons to Scottish primary educators (teachers, head-teachers, secretarial staff, classroom assistants) tailored to the specific needs of this context. By teaching educators Arabic - the language spoken by the largest number of refugees in Scotland - the Welcoming Languages projects widens the benefits of the original OPAC project and works to achieve significant social, cultural and policy impact. It will lead to policy recommendations on ways in which the languages spoken in Scottish education can be expanded to include languages spoken by refugees, using Arabic as 'proof of concept'.
The problem the Welcoming Languages project addresses is that of a disconnect between the emphasis on integration as a two-way process in Scottish policy and the one-way linguistic work that is still asked of refugees and migrants, who are expected to learn English with no equivalent adjustments on the part of the receiving society. The languages refugees bring with them, such as Arabic, do not have a place in Scottish language education and, lacking official recognition, refugees' 'linguistic capital' remains undervalued and largely disregarded.
The Welcoming Languages project enhances the impact of the OPAC project by focussing on the following aim: to include Arabic as a refugee language in Scottish education as a way to enact integration as a two-way process. It seeks to achieve this aim starting from education as a crucial context of integration and by pursuing the following objectives: (i) adapt the OAfP to the needs of Scottish educators; (ii) Teach Arabic online to 12 educators in Scotland; (iii) Introduce Arabic in the Scottish educational context; and (iv) draft policy guidelines on the potential of, and approaches to, the introduction of a refugee language in Scottish education.
The Welcoming Languages project builds on the activities and will engage new user communities in Scotland though free online Arabic lessons to Scottish primary educators (teachers, head-teachers, secretarial staff, classroom assistants) tailored to the specific needs of this context. By teaching educators Arabic - the language spoken by the largest number of refugees in Scotland - the Welcoming Languages projects widens the benefits of the original OPAC project and works to achieve significant social, cultural and policy impact. It will lead to policy recommendations on ways in which the languages spoken in Scottish education can be expanded to include languages spoken by refugees, using Arabic as 'proof of concept'.
The problem the Welcoming Languages project addresses is that of a disconnect between the emphasis on integration as a two-way process in Scottish policy and the one-way linguistic work that is still asked of refugees and migrants, who are expected to learn English with no equivalent adjustments on the part of the receiving society. The languages refugees bring with them, such as Arabic, do not have a place in Scottish language education and, lacking official recognition, refugees' 'linguistic capital' remains undervalued and largely disregarded.
The Welcoming Languages project enhances the impact of the OPAC project by focussing on the following aim: to include Arabic as a refugee language in Scottish education as a way to enact integration as a two-way process. It seeks to achieve this aim starting from education as a crucial context of integration and by pursuing the following objectives: (i) adapt the OAfP to the needs of Scottish educators; (ii) Teach Arabic online to 12 educators in Scotland; (iii) Introduce Arabic in the Scottish educational context; and (iv) draft policy guidelines on the potential of, and approaches to, the introduction of a refugee language in Scottish education.
Organisations
Publications
Fassetta G
(2023)
Welcoming Languages: teaching a 'refugee language' to school staff to enact the principle of integration as a two-way process
in Language and Intercultural Communication
Grazia Imperiale M
(2023)
'I need to know what to say when children are crying': a language needs analysis of Scottish primary educators learning Arabic
in Language and Intercultural Communication
Imperiale M.G.
(2023)
'I need to know what to say when children are crying': a language needs analysis of Scottish primary educators learning Arabic
in Language and Intercultural Communication
Fassetta, G
(2023)
Welcoming Languages Project Report
Fassetta, G
(2023)
Welcoming Languages Project Report for Children
| Description | The project demonstrates that: (i) Scottish education staff think it is important to be able to communicate with pupils and families who speak languages other han English, to address immediate practical needs/concerns and to ensure engagement; (ii) Scottish education staff believe that the symbolic aspect of language learning is of huge value in ensuring welcoming and inclusion; (iii) being in the position of a language learner helps Scottish staff appreciate the challenges experienced by New Scots, both children and parents/carers, and to reflect on their own teaching approaches; (iv) Scottish staff note that their language learning results in an increased interest towards languages in all pupils; (v) Arabic speaking children report being 'happy' in knowing that staff are learning their language and gratification at being in a position of expertise; (vi) Arabic speaking families wish to see the language their children speak valued in formal education; (vii) Scottish staff appreciate the tailored aspect of the Arabic language course, and believe that its relevance was crucial in maintaining motivation; (viii) online tools have made developing and delivering languages across borders feasible and effective; (ix) Scottish staff think that effective language learning requires dedicated time and should be part of their workload rather than additional to it. |
| Exploitation Route | The project has also made a set of recommendations which have been circulated among Members of the Scottish Parliament, including the First Minister, and the Cabinet Secretary for Education, among others. |
| Sectors | Education,Government, Democracy and Justice |
| URL | http://welcominglanguages.co.uk |
| Description | The project had positive impact on the participants (i.e. Scottish educators), who reported appreciating a lot more clearly the practical and symbolic importance of speaking one of the languages spoken by New Scots pupils and their parents/carers. The project also had a reported impact on teachers' practice, in particular (but not limited to) teachers of English as an Additional Language. Becoming a language learner meant they could experience first-hand some of the challenges faced by pupils and families who come to Scotland with no or little English language proficiency, and some reported reconsidered their teaching strategies as a consequence. Finally, the project had a impact on the children involved, according to their feedback, as they were finding themselves in a position of 'expertise' and able to help their teachers' do their Arabic homework (some even created extra homework for staff in their school). The project is only just finished, so it's a bit early to say what the policy impact will be. However, the findings and recommendations from the project have captured the attention of Members of the Scottish Parliament. Kaukab Stewart (MSP for Glasgow Kelvin and Deputy Convener of the Education Committee) hosted an information session on the project at the Scottish Parliament on the 2nd of February 2023 to which 11 MSPs participated, some of whom expressed their interest in taking the project's outcomes and recommendations further. On the occasion, Kaukab Stewart undertook to bring the project's findings and recommendations to the attention of Education, Culture and Young People Committee, the Cabinet Secretary for Education, the Cabinet Secretary for Health and Social Care as well as the First Minister. As a result of this event, Foysol Choudhury (MSP for Lothian and Chair for Edinburgh and Lothian Regional Equality Council) wrote to ask for the project to be extended to the Lothians region and also invited the PI to talk about the project at Edinburgh City Chambers on the occasion of International Mother Language Day. On the 10th of February, K. Stewart tabled a cross party motion (Early Day) to welcome the Welcoming Languages report. To date, the motion has been signed by 26 MSPs from all political parties (it will remain open beyond this ResearchFish submission. See https://www.parliament.scot/chamber-and-committees/votes-and-motions/S6M-07847). On the 7th of March Shirley-Anne Somerville - Cabinet Secretary (i.e. Minister) for Education and Skills - wrote a 2-page response to the Welcoming Languages project report which she received via K. Stewart. The response is extremely positive and welcoming of the project and its findings. It also contains the following sentence: "My officials will share details about the Welcoming Languages project and the Parliamentary event with Education Scotland staff who lead on languages and those who lead on health and wellbeing. My officials will invite the relevant Education Scotland leads to consider the relevance of this project to wider activity across schools, and to consider how they might share the learning with wider networks across Scotland" which shows potential substantial policy impact for the project. |
| First Year Of Impact | 2023 |
| Sector | Education,Government, Democracy and Justice |
| Impact Types | Societal,Policy & public services |
| Description | Motion on WLs Project Report at Scottish Parliament |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | https://www.parliament.scot/chamber-and-committees/votes-and-motions/S6M-07847 |
| Title | Arabic Language for Educators |
| Description | The Arabic Language for Educators is a beginners course tailored around the needs identified by Scottish primary staff and by Arabic speaking children and their parents/carers. It designed and developed as an interactive tool to be used online. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2022 |
| Impact | The course was used to teach 24 Scottish primary education staff. All the staff report that the course was very useful and clearly tailored to the situations in which they may need to speak Arabic |
| Description | "I need to know what to say when children are crying". A language needs analysis of Scottish primary educators learning Arabic |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Annual Conference of the Scottish Educational Research Association, held at University of the West of Scotland |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.sera.ac.uk/conference/sera-conference-2022/ |
| Description | Presentation at Edinburgh City Chambers |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Invitation from the Edinburgh and Lothian Regional Equality Council to present the Welcoming Languages project on the occasion of Mother Language day, as part of a morning of events. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Presentation on the WLs at Scottish Parliament event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation of the WLs project's findings to MSPs at the Scottish Parliament. Event hosted by Kaukab Stewart (MSP and Deputy Convener of the Education Committee) |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.gla.ac.uk/schools/education/news/headline_908983_en.html#:~:text=The%20Welcoming%20Langu... |
| Description | Welcoming Languages Project Report Launch |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Launch of the Welcoming Languages Project Report (ARC, University of Glasgow) |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.gla.ac.uk/schools/education/news/headline_908983_en.html#:~:text=The%20Welcoming%20Langu... |
| Description | Welcoming Languages project website |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Project's website with updates on the project, resources, news |
| Year(s) Of Engagement Activity | 2022,2023 |
| URL | https://welcominglanguages.co.uk/ |