January 2, 2017 0 Comments latl adults,ESOL,integration,Language Li, L. & Simpson, R. (2013). Telling tales: Discursive narratives of ESOL migrant identities. Novitas-ROYAL, 7(1), 1-16. Research findings This study involved five adult European ESOL learners in Belfast. Although this is not an Australasian context, the issues are similar. As Li & Simpson point out “a language learner’s identity is multiple (rather than unitary), is a site of struggle and can change” (p.3). Look it up! The students associated learning the language with professional success and becoming multi-cultural citizens. Although they had learned the language in naturalistic settings (at work), they believed they could not progress adequately without tuition. Two of them felt marginalized, some felt occasionally unwelcome and although one wanted to become a citizen, she felt she was not totally accepted by local people. None of them believed they had lost their original identity but had rather gained an L2 speaker identity and envisaged themselves as multi-lingual global citizens. Implications for practice ESOL learners have placed a huge investment in learning English and often have an idealized view that L2 acquisition will lead to better study and career outcomes. ESOL providers in English speaking countries should, therefore, provide realistic information about integration. Course materials should be more aligned to helping them integrate while the English they learn in class should reflect how they need to use it outside in their jobs/social lives. The variety of English studied will serve them better if it reflects the local vernacular rather than standardized English alone.
