English classes taught in community settings not only work, but also promote social integration, according to new government research.
More than 500 participants were involved in a randomised control trial to assess the effectiveness of community-based English for speakers of other languages (Esol) programmes aimed at people with very low levels of functional English.
The research, commissioned by the Ministry of Housing, Communities and Local Government, was conducted by the Learning and Work Institute in partnership with BMG Research.
The study was conducted in Greater Manchester and West Yorkshire in 2016 and targeted women from Pakistani, Bangladeshi and Somali communities, as these groups have the lowest self-reported levels of fluency in English.
The report states: “Participants were assessed on their language proficiency as well as attitudes and behaviours related to social integration, such as social mixing behaviours and levels of trust and belonging.”
Those in the treatment group were given an 11-week English language course.
Researchers found “a strong and sizable difference in overall English proficiency and the amount of progress made between the treatment and control groups”.
There were “strong and highly significant impacts” in speaking, listening, reading and writing among those who attended the English course.
In addition, “significant differences” emerged regarding the “number of social interactions and friendships being formed, levels of trust in other people, confidence in talking to health professionals and visiting shops independently”, according to the report, which was released last week.
It says: “Overall, these findings indicate that community-based English language courses increase English language ability and encourage wider social integration.”
Calls for more funding
The research has already had an impact on government policy, with last week’s Integrated Communities Strategy Green Paper centred on boosting English for speakers of other languages (ESoL) and containing a pledge to “launch a new community-based English language programme”.
But the Association of Colleges has warned that “the lack of proper investment” in Esol “will hamper the impact and the success,” of the new strategy.
This concern over funding levels was echoed by Stephen Evans, chief executive of the Learning and Work Institute, writing in a blog for Tes today.
“We certainly think greater investment is needed. Not just in Esol, but in literacy and numeracy for the 9 million adults across the country who lack these skills,” he writes.
“We’ll continue to make the case for a higher ambition and greater investment, and we also look forward to helping shape the forthcoming Esol strategy”.
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