Belonging and bordering in refugee and asylum-seeking language learning communities

The UK is considered unique in its levels of aggression and hostility towards migrants,
refugees and people seeking asylum (UNHCR, 2015) and almost half of British people claimed to
have little to no sympathy for those taking dangerous journeys to cross the channel from France to
England (YouGov, 2020). Nationalist, monolinguistic ideologies are on the rise and English language
learning is increasingly politicised, reinforced by the introduction of more restrictive language
requirements under the new immigration policies that have followed Brexit (Home Office, 2020).
This study will respond to this divided socio-political landscape, engaging with these issues by
exploring refugee and asylum-seeking people's experiences in relation to ideas of language,
bordering and belonging.
Background and Rationale
The push for 'integration' has been the main thrust of government policies and political
discourse around immigration, in which English language education plays a key role. Simpson notes
the "emphasis on the English language as a condition of citizenship and as a maker of integration"
(2019, p. 26) and it is clear that ESOL policy and reports over recent years have been preoccupied
with the relationship between language learning and bordering agendas (Casey, 2016; MHCLG,
2019; Morrice, 2007; Simpson, 2019; Stevenson & Paget, 2014). Recent research has considered the
connections between ESOL education and integration as it relates to policy (Court, 2017; Simpson,
2019) however there are few published studies on ESOL learners' perceptions and experiences with
language learning communities as spaces for bordering and belonging.