English for Speakers of Other Languages

Debate between Catherine West and Marion Fellows

Wednesday 3rd July 2019 Westminster Hall

[Marion Fellows (Motherwell and Wishaw) (SNP)]

It is a pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Birmingham, Edgbaston (Preet Kaur Gill) on securing this important debate, and I congratulate all the others who were inspired to take part, even if they did so quite late on.

The hon. Member for Birmingham, Edgbaston spoke authoritatively about the problems faced by refugees struggling to learn English in England. She spoke fluently on an issue that she obviously cares passionately about and gave many relevant examples of why it is so important. The hon. Member for Henley (John Howell) spoke about the all-party group on social integration and was able to inject an objective view as there are not many refugees in Henley. He gave us good information about the Council of Europe and the linguistic integration of adult migrants programme. I was not aware of it per se, but it is something that we can all take from here.

The hon. Member for Halifax (Holly Lynch) referred to the 60% drop in ESOL funding in England and talked about the work of her all-party group in trying to push Government Departments into doing better. The hon. Member for Hornsey and Wood Green (Catherine West) talked about funding for Syrian refugees and reminded us all that it is only two weeks since Refugee Week. I, too, was inspired by some of the refugees I met in Parliament during that time. She talked about funding, the JAN Trust and the wage levels of ESOL teachers. As a former further education lecturer, I can vouch for the fact that no one in FE is a slacker. You have to be nimble, light on your feet and able to do several jobs at once, but the sector will always manage to retain staff if they are paid appropriately.

[Catherine West]

I want to reiterate the point that someone often needs to be more skilled to teach in an FE setting than in a standard school setting. Does the hon. Lady agree?

[Marion Fellows]

I do indeed, based on my own long experience and that of my friend who is in the Gallery listening to this debate.

The hon. Member for Keighley (John Grogan) hosted a conference on integration and he talked about how the ability to speak English is liberating. I loved the idea of Keighley College doing a course in driving test theory with English. We often need a hook to draw people in and to get funding—again, another problem in further education—and that is a real winner.

The Scottish Government are committed to the principle that all Scottish residents for whom English is not a first language should have the opportunity to access high-quality English language provision. Access to English language lessons allows people to acquire the language skills to enable them to participate in Scottish life: in the workplace, through further study, within the family, the local community and Scottish society, and through the economy. It is one of the joys of life to hear immigrants from all over the world speaking with a broad Scottish accent.

Language skills are central to giving people a democratic voice and supporting them to contribute to the society in which they live. Scotland’s population at the last census was recorded as 5,295,403. The census also showed that more than 310,000, or about 5%, of that population over the age of three spoke a language other than English in the home. ESOL learning is crucial in supporting residents in Scotland for whom English is not a first language. It equips those residents with the communication skills necessary to contribute and integrate economically, culturally and socially, as we have heard from all the speakers today.

To support the delivery of the ESOL programme in line with the national strategy, during 2016-17 funding of almost £1.5 million was allocated to community planning partnerships, which are wide ranging in Scotland. As a result, almost 13,000 learners were recorded as accessing provision, a 24% increase on the numbers recorded in the previous year. Funding is necessary and must be given to promote ESOL. Some 20% of those learners achieved a Scottish Qualifications Authority accreditation, which represents almost 21% of the total number of learning opportunities made available. A total of 129 projects were proposed for the fund and 116 are reported as being complete, giving a 90% completion rate, which is, from my own experience, extraordinary.

Society has changed since the 2007 adult ESOL strategy for Scotland was first launched. Social, political and economic factors have impacted on ESOL provision; these include a change in the profile of refugees and asylum seekers coming to Scotland, and migrants become part of settled communities. There have also been changes to the requirements for English language skills for immigration and welfare benefits and the reform of public services following the Christie commission on the future delivery of public services report. Public services in Scotland are adapting to cuts in funding under Tory austerity, while technology becomes increasingly prevalent and public services and personal lives are challenged to maximise the use of technology, which someone cannot access and use if they do not have the language skills.

We know more about the ESOL provision in Scotland, including who delivers it, how it is delivered and what is delivered. As a result, the Scottish Government refreshed the English for speakers of other languages strategy for adults in Scotland. The refresh provides an updated and informed context for the provision of publicly funded ESOL in Scotland. It sets it in the broad context of learning in Scotland with the expectation that providers will look at the broader context to inform the direction of provision.

We in the Scottish National party believe that refugees and asylum seekers should be welcomed, supported and integrated into our communities from day one. The New Scots refugee integration strategy for 2018 to 2022 sets out a vision for a welcoming Scotland where refugees and asylum seekers are able to rebuild their lives from the day they arrive. The strategy commits to better access to essential services such as education, housing, health and employment. It recognises the skills, knowledge and resilience that refugees bring, and aims to help people settle, become part of the community and pursue their ambitions. There is not a hostile environment for refugees in Scotland.

[Catherine West]

I am grateful to the hon. Lady for taking a second intervention. Would the Scottish National party join with others in the House to support the Lift the Ban campaign to lift the ban on asylum seekers working once they have done their paperwork?

[Marion Fellows]

Absolutely, because the ban undervalues people and the skills that they can bring into the UK. As has already been stated, many refugees bring really good skills with them. If they can then learn English, they can contribute a huge amount to the economy and our society.

In 2010, the literacy action plan emphasised the Scottish Government’s commitment to raising the literacy skills of Scotland’s citizens. The strategic guidance, “Adult Literacies in Scotland 2020”, notes the importance of literacy and language skills for ESOL learners:

“Some adults whose first language is not English may have reading, writing and number difficulties very similar to those encountered by ‘traditional’ literacies learners, due to limited schooling in their first language or because they come from a mainly oral culture.”

It is important to support people whose first language is not English to become full and active citizens. Those adults can make an important contribution to the economic success of Scotland, but to do so they must be able to read, write, speak and understand English. I talk a lot about Scotland, which is my role here, but much of what I am talking about could happen in England as well, with the political will.

For young adults, the 16-plus learning choices framework is a commitment in the senior phase of education that guarantees a place in learning for every eligible young person who wants it. It is the model for helping young people to stay in learning post-16. Provisions that support ESOL learners to find employment have great returns personally, socially and economically. Economic integration can help to reduce isolation in a new country. Increasing the opportunities for individuals to develop and use their skills as best they can is not just a strategy for improved economic performance. It is also an effective way of improving the satisfaction and security of work, promoting the health and wellbeing of individuals and enhancing the fabric of our communities.

Language learning remains an important curriculum area in schools and is supported by “Language Learning in Scotland: A 1+2 Approach”. That policy is aimed at schools, but it notes the potential of language learning in general. Work-based ESOL and ESOL for employability can be considered in the context of the Government’s employability and economic strategies. Refreshing the employability framework for Scotland provides a framework that focuses on jobs and growth and recognises the importance of ESOL in helping to address inequality issues that impact on employability. Providers and practitioners report that migrant workers are now becoming part of settled communities in Scotland. ESOL learners in general are becoming less transient. In that regard, I thank those who work tirelessly to improve the lives of Congolese and Syrian refugees who have settled in my constituency. Those people are welcome, and they contribute to our communities.

Refugee Action has made five recommendations for change and I think it important to restate them. It wants a fund to be created to allow all refugees to receive a minimum eight hours a week of formal, accredited English language teaching. It wants the Government to publish an ESOL strategy for England. It wants to ensure that all refugees have access to ESOL. It wants free English teaching to be provided to people seeking asylum in England from the point of their asylum claim. It wants a national framework for community-based language support to be facilitated. Community-based language support is so important. I have talked jokingly—but perhaps I was not joking too much—about asylum seekers and refugees speaking with a Scottish accent. That absolutely helps to empower them, and to embed them in their communities. When the weans start school at five the mothers know what is going on at the school gate.

All those asks are in line with the SNP Scottish Government strategy. Will the Minister commit to providing for them in England?