English for Speakers of Other Languages

Holly Lynch Excerpts

Wednesday 3rd July 2019 Westminster Hall

[Holly Lynch (Halifax) (Lab)]

It is a pleasure to serve under you, Ms Dorries. I thank my hon. Friend the Member for Birmingham, Edgbaston (Preet Kaur Gill) not only for securing this debate, but for her incredibly insightful opening speech, in which she very articulately made the case for ESOL funding.

Only a week ago, I had the pleasure of showing a group of ESOL learners from Halifax around Westminster, as part of a trip organised by Halifax Opportunities Trust to complement their studies. They were a wonderful group of people, each with a different story to tell, but all of them enthusiastic about the opportunity to gain a better understanding of their adopted Parliament, how it works and its relationship to their lives. While they are still studying English, it was their ability to ask questions and understand the answers that empowered them to truly experience Parliament as participants, rather than simply as observers along for the ride.

However, although almost everyone understands the value of being able to speak English, ESOL provision is harder to access than ever before. As we have heard, Government funding for ESOL in England fell from £212.3 million in 2008 to £105 million in 2018—a real-terms cut of almost 60%. Unsurprisingly, Calderdale College in my constituency has had to reduce its ESOL provision by 50%, despite an increase in the number of learners seeking it. We expect the publication of the national ESOL strategy in the autumn. With YouGov polling suggesting that 91% of the British public believe it important that refugees and others who come to the UK should learn to speak English, we know that there is overwhelming support for investment in ESOL as a means for that to happen.

Here in Westminster, I vice-chair the all-party parliamentary group on social integration, which the hon. Member for Henley (John Howell) mentioned. In 2017, we published our “Integration not Demonisation” report, which argued that the ability to speak English is one of the key principles underpinning healthy and successful integration within communities. As part of the call for evidence for that report, it was a pleasure to welcome the all-party parliamentary group to Halifax, where the chair and I met with those involved in integration work.

Office for National Statistics research published in the report suggests that approximately 800,000 people living in the UK at the time of the 2011 census could not speak English—2% of the population. In some areas with large numbers of immigrants, including Newham, Brent, Tower Hamlets and Leicester, that can be as high as 9% of the population. Further to this, 22% of Muslim women in the UK self-report that they are unable to speak English well.

To address that, the report recommended that the Government should introduce a national strategy for the promotion of English language learning, which would unleash the economic potential of immigrants, enabling newcomers to participate fully in British life and ensuring that everyone in our society can benefit from meeting and mixing with others from different cultures. We went so far as to say that enrolment in English language classes should be compulsory, acknowledging the Casey review findings that, in some communities, regressive cultural and family norms and practices can prevent the most vulnerable from learning English.

We also asserted that the ability to learn English should be a right extended to everyone. We argued that, while the Department for Education should lead that work, it should be delivered with input from the Ministry of Housing, Communities and Local Government, the Department for Business, Energy and Industrial Strategy and other relevant Departments to ensure that it was as effective as possible.

[Alex Sobel (Leeds North West) (Lab/Co-op)]

My hon. Friend is making an excellent speech and a lot of good points. The Government found £10 million in 2016 for Syrian refugees to undertake ESOL classes. If there is money for Syrian refugees, surely there is money for all the communities that need it.

[Holly Lynch]

My hon. Friend makes the important point that we recognised the importance of Syrian refugees being able to speak English, but we have not delivered the funding to extend that programme to other newcomers to our country. We should reflect on that.

Ahead of the publication of the national ESOL strategy in the autumn, I was glad to see that the Government’s immigration White Paper, published in December last year, commits 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.”

However, these proposals contain no new funding for English language teaching, which the strategy will have to address later this year. The ability to speak English is important for many reasons, not least, as I have mentioned, because it is integral to integration. If someone cannot speak English, their ability to find work, meet and converse with people and access everyday services is severely restricted. For someone to be trapped in a world where they cannot interact with those around them will leave them desperately isolated and vulnerable.

There is strong public support for ESOL, not least because it would be a sensible investment. Research undertaken by Refugee Action—I am pleased to see members of the team in the Gallery—shows that it would cost £42 million a year to ensure two years’ ESOL for each refugee arriving in the UK, which would in effect be fully reimbursed to the taxpayer within the first eight months of that individual’s employment at the national average wage.

The Casey review looked at opportunity and integration. Published in December 2016, it made it clear that good English skills are fundamental to integrated communities and particularly important as a means of empowering marginalised women and other socially isolated groups. However, when it comes to working with those groups in particular, as much as I welcome learning in the community, I am sympathetic to some of the points already made about how effective learning in the community needs to be. I have seen good examples of that and I have seen bad examples.

The Women’s Activity Centre in Halifax, which does a great deal to support older, isolated women, predominantly from the Kashmiri community, for whom the inability to speak English is a significant contributor to loneliness and isolation, was approached by an organisation that offered to come in and deliver ESOL. The organisation came in, signed everyone up, took some photos and then brought in an eastern European interpreter who unfortunately could not communicate with that specific group of learners at all. After two lessons, on realising that this approach was futile, they failed to return, letting all those women down. When funding for ESOL is so precious, knowing that dedicated funds can be wasted in that way, delivering no social benefit to those who most need it, is painful for everyone involved.

I have been working closely with Sisters United in Halifax—truly inspirational women who are working alongside Refugee Action to support its “Let Refugees Learn” campaign. Refugee Action has called for refugees to have a minimum of eight hours formal, accredited tuition a week for their first two years in the UK, which, as I have mentioned, would cost £42 million a year, although that would be repaid within the first eight months of a refugee’s being in work. Alongside this, I lend my support to Refugee Action’s “Lift the Ban” campaign, which seeks to promote integration and facilitate opportunities to improve language skills by allowing refugees to work while awaiting a decision on their status.

ESOL provision represents value for money. We know that the demand is there, but at the moment the provision is not. If we are looking for ways of ensuring, now more than ever, that we foster healthy, integrated communities, investing in ESOL would be a really constructive way of supporting those aims.

[Catherine West (Hornsey and Wood Green) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Dorries; many thanks for squeezing me in at the last minute. I put on record my thanks to my hon. Friend the Member for Birmingham, Edgbaston (Preet Kaur Gill) for introducing this important topic and for securing the debate.

It is only two weeks since Refugee Week, when Citizens UK came into Parliament with a young man from my constituency from Syria, Mouteb, who spoke for the first time in beautiful English, even though he had never been to school before because he was in a refugee camp. He appeared in a beautiful school uniform and looked so proud, which was such a wonderful tribute to the work done with refugees when things go well. The group that he is with is supported by Citizens UK but is part of the Government’s Syrian community sponsorship programme, which I am sure the Minister is aware of. That programme could stop in September 2020 if it is not renewed. I hope that the Minister will think about passing that on to Home Office colleagues, so that this important programme, which is a great example of community cohesion, can be maintained.

One local sponsor, who goes to the Methodist church in Muswell Hill, said:

“Community support leads to more successful, faster integration of new migrants than local authority support, and the involvement of people across communities in resettlement can, in time, change the way a whole society treats refugees.”

That is a real tribute to this group, from all different faith backgrounds, who have clubbed together to provide a sort of family around the family, if you like, for these Syrian refugees. Mouteb’s speaking in a meeting in Parliament is a great example of that.

The other group I pay tribute to on its teaching of English as a second language is the JAN Trust, a fantastic organisation in my constituency that particularly helps isolated women, a group that my hon. Friend the Member for Halifax (Holly Lynch) mentioned. It helps women to escape the drudgery of housework and endless hours of childcare; much as one loves one’s children, those hours can go on and on. Getting in front of a whiteboard and being taught by a lovely teacher—ESOL teachers happen to be lovely people, on the whole; that is a terrible stereotype, but they are—provides a wonderful escape for those women.

[Holly Lynch]

My hon. Friend is making an important point. I have worked with older women in my community who are at an age where they need regular medical appointments and support in the home, but because they are unable to communicate, not only do we deny them that escape, but they struggle to access basic services that the rest of us take for granted.

[Catherine West]

Absolutely: it provides a crucial line into a more purposeful existence as a member of the community. There is a real opportunity here, particularly for older women who might not necessarily have had education through to 18 or 21 in the way that many of our younger women do now. I often think about my own grandmother. She left school at 14 and had some quite unusual views, many of which we had clashes over. I often think that if she had had the opportunity to go to school to the age of 21, she would have made a fuller contribution in her different roles.

A lot of women, including those who escaped violence and conflict and who therefore stopped school very young, have this amazing lifeline through our colleges and places such as the JAN Trust, and with the support provided by Citizens UK. Further education colleges have been cut by 50% since 2010 and they are really struggling, but in my constituency, the College of Haringey, Enfield and North East London is doing a fantastic job to provide a lifeline, not just for women but for all adults, to escape that terrible prison that people find themselves in when they do not speak the language of their host country.

I want briefly to mention the issue of teachers’ pay. Six months ago, a fantastic teacher of English as an additional language came in to lobby me. She is a constituent, but teaches at City and Islington College, which has now merged with Westminster Kingsway and the College of Haringey, Enfield and North East London. She said that if she taught in a school, she would be paid way more than for teaching ESL. I hope that the Minister will look carefully at the wage level, because in these difficult times it is important that we assist people to stay in these important roles in the public sector. Those on a relatively low wage also have lower pension contributions, and sick leave and annual leave entitlements can also be different. In general, that two-tier approach to teaching must be stopped.

I reiterate the suggestion made by my hon. Friend the Member for Sheffield Central (Paul Blomfield) that funding to support ESL be continued, or that the Government at least pledge to continue that important work. It would be terrible to lose that. There are important campaigns, such as “Lift the Ban”, which my hon. Friend the Member for Halifax mentioned, which aims to assist asylum seekers, once they have made their application, in being able to work more flexibly, and to start as quickly as possible. It would be a shame for English language classes not to go alongside that.

I moved a private Member’s Bill a couple of months back and was extremely impressed by the range of people I met who would love to be in work. As we are all aware, many refugees come from well-trained backgrounds, perhaps with a medicine degree, or have backgrounds in pharmacy, teaching or engineering, and they arrive in the UK without any English. If they could learn English as quickly as possible, they would be able to work. The “Lift the Ban” campaign calls for the Home Office’s occupation shortage list to be much more flexible and open.

I have raised that issue with the Home Secretary on two occasions in the House, and he said that it was under review. I also raised it with the Immigration Minister, who said that the Government were looking at it. In the way that our wonderful civil servants are used to passing on little notes to other Departments, I hope that the Home Office will look at this again with some urgency, particularly as we have people who are often very well qualified, but find it difficult to find work quickly.