English for Speakers of Other Languages

Chi Onwurah Excerpts

Wednesday 3rd July 2019 Westminster Hall

[Preet Kaur Gill]

I thank my hon. Friend for that important intervention, and he is right. So many Members across the House have been campaigning for this over the past decade. I hope that the Minister will respond to his request.

Last month a report by the Government’s social research team, using methodology agreed with the Department for Education, found that the demand for English language teaching was high, with almost three quarters of survey respondents reporting a “significant demand” for English language learning provision in the communities they serve. However, providers are struggling to meet that demand. Over half the respondents found it “fairly difficult” to meet demand, and one in eight found it “very difficult”. The overstretching of these providers hits learners hard, particularly the most vulnerable. New research carried out by Refugee Action found that 59% of refugees did not think they had received enough ESOL teaching hours and only 34% of respondents felt that their current level of English was enough to make them ready to work in the UK.

Third sector organisations are unable to fill these gaps because limited funding means they have little or no access to hardware and technology to support their teaching.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

I thank my hon. Friend for securing this important debate. She makes the point about third sector provision. In my constituency, First Step and the Angelou Centre provide ESOL classes, as well as Newcastle City Council and Newcastle College, but because of the devastating cuts they are in no way able to meet demand. My constituents and refugees in Newcastle often speak to me about the need to increase ESOL provision so that it is not just a lucky few who are able to receive the gift of the English language.

[Preet Kaur Gill]

It is important that we hear first-hand experiences from Members representing their communities about how difficult it has been and the impact of cuts.

It is disingenuous for the Education Secretary to praise ESOL as a way towards social mobility and inclusion without providing much needed resources. Women are disproportionately impacted by barriers to ESOL and they miss out on the benefits that those who are able to learn English gain. More than three quarters of parents said that a lack of childcare had been a barrier to their ability to attend English lessons. For those on a low income, practical and logistical barriers exist. A quarter of refugee respondents, for example, had not been able to access any financial assistance to pay for travel to classes. That can mean people are forced to miss classes because they are unable to travel to them.

Some groups are excluded altogether from accessing English, such as asylum seekers, who in England become eligible for funding only if they have been waiting for a decision on their claim for six months or longer. That includes a broader issue with the current resettlement process that researchers from the University of Sussex found is leading

“to a tragic waste of refugees’ unfulfilled potential”.

The Government frequently talk about the importance of ESOL provision for refugees. Back in 2016, after many years of ESOL cuts, pressure from the Opposition Benches, from charities and from civil society organisations forced the Government to give additional funding for people arriving under the Syrian vulnerable person resettlement scheme. Although welcome, this fairly modest pot of money supported only one group of people to learn English, and therefore cannot be seen as a solution to the wider problems of access to ESOL.

The Government’s 2018 integrated communities Green Paper acknowledged the vital importance of English for integration but gave no new money specifically for ESOL. In their 2018 immigration White Paper, the Government committed to

“an ambitious and well-funded English language strategy to ensure that everyone in this country, especially those with newly recognised refugee status, are supported to speak the same language”.

Once again, however, there was no new funding. The Government’s failure to act flies in the face of public opinion, which is strongly in favour of supporting people to learn English. For example, recent independent polling by YouGov shows that 91% of the British public believe it is important that refugees who come to the UK learn to speak English. If the Government are serious about allowing everyone the possibility to learn English, investment must be made, not empty promises.

Informal ESOL learning groups run by volunteers and community organisations across the country are a vital part of learning, and we know that they are often fantastic community assets. There is good work ongoing to help reach learners in segmented communities, and we should continue to work to ensure that such groups are joined up and co-ordinated.

There are other innovative forms of ESOL that should also be encouraged. In September, the adult education budget will be devolved to six combined authorities and the Greater London Authority, allowing for creative regional ways of delivering ESOL teaching. For example, the West Midlands Combined Authority is currently exploring ways of delivering more ESOL in workplaces, specific to certain sectors, to firm up the link between learning English and employment. Those new powers and responsibilities need to be matched with appropriate resources, so will the Minister tell us what they will be?

Thus far the Government have ignored the moral case, but perhaps they will listen to the economic one. Much of people’s passion to learn English comes from their desire to find work. Although it is certainly only part of the integration picture, for many it is the main motivation to learn. If people had access to eight hours of ESOL classes a week, the taxpayer would be fully reimbursed for two years of those classes after an individual’s first eight months of employment at the national average wage. In the case of supporting refugees to access ESOL, the cost of providing that volume of learning would be just £42 million a year.

Moreover, leaving people to flounder without the ability to speak the language can have a detrimental effect on their mental health and wellbeing, and lead to isolation and loneliness, all of which are extremely costly to the state and society. Investing in people who want to learn English is a smart thing to do.

[Chi Onwurah]

My hon. Friend makes an excellent point. Will she join me in suggesting that the Minister might do well to look at the German example? All refugees in Germany have access to a 600-hour language course, which enables them to learn to speak German. Clearly the German Government and the German economy see an economic return on that investment, as well as a social return in terms of mental wellbeing.

[Preet Kaur Gill]

I thank my hon. Friend for that important intervention. I was not aware of the German example, and I think that the Minister will be keen to look at it after this debate.

All political parties talk of the importance of helping people to become productive, equal partners in their communities, and supporting people such as Nour to achieve their goals. However, too often the cuts to ESOL that we have seen under the coalition and Conservative Governments have prevented that from happening.

Today I want to ask the Minister four questions. First, will she act now to ensure that everyone can learn English? Secondly, will she commit to producing a formal ESOL strategy for England? Thirdly, what steps is she taking to ensure that people who face particular barriers to learning, such as those with caring responsibilities or difficult travel arrangements, are given the resources they need to overcome them, and to ensure that ESOL provision is always accessible? Finally, in order to have an inclusive, welcoming country, additional investment is necessary to ensure that everyone who needs it is given the opportunity to access high-quality, sufficient English language teaching, so will she support my call and take these demands to the Treasury in advance of the forthcoming spending review?