English Language Teaching: Refugees

Philip Hollobone Excerpts

Tuesday 24th October 2017 Westminster Hall

[Several hon. Members rose—]

[Mr Philip Hollobone (in the Chair)]

Order. This hour-long debate will finish by 5.30 pm, and Dame Caroline has the opportunity to sum up the debate as the last speaker. I am obliged to call the Front-Bench spokespeople before then. The guideline limit is five minutes for the Scottish National party, five minutes for Her Majesty’s Opposition and 10 minutes for the Minister. That means that I have to call the Front-Bench speakers no later than seven minutes past five, which gives the two Back-Bench speakers, if they are fair to each other, 10 minutes each. That is not a formal time limit, but if you both want the full time, it is 10 minutes each. It is going to be ladies first. I call Alison Thewliss.

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[Paul Blomfield]

I could not agree more with the right hon. Lady on that—as indeed on many other things. The importance that she places on integration and effective community cohesion is endorsed by Dame Louise Casey in the review that she is conducting on behalf of the Government. That enables refugees not only to integrate but, through integration, to become valued members of our society and to make a real contribution to it. We are talking about people who in many cases bring many skills and have much to contribute to our country. Learning English is the key to releasing that potential, for them and for those of us in the host communities.

The Government recognise the importance of that. In September 2016, when they put £10 million into ESOL teaching for newly arrived Syrian refugees—as the right hon. Member for Meriden mentioned—the then Minister, the hon. Member for Scarborough and Whitby (Mr Goodwill), said it was

“to help refugees learn English and integrate into British society”.

Furthermore, as the right hon. Lady and her colleague, the right hon. Member for Loughborough (Nicky Morgan), pointed out in an excellent piece in The Times today, the Prime Minister in her first year as Home Secretary said:

“We know that speaking English is key to integration.”

Why the need for this debate if there is so much cross-party consensus? I think it comes down to a question of funding, although not simply funding. Refugee Action concluded last year in its report, “Let Refugees Learn”, that funding reductions

“have resulted in shortages of provision.”

However, the fragmentation of provision and the lack of a clear strategy also limited opportunities.

The right hon. Member for Meriden was right to highlight and to welcome those pockets of money that have been made available to support ESOL teaching. In July 2015, however, the Department for Business, Innovation and Skills cut £45 million from 47 colleges that taught 47,000 students, and between 2009-10 and 2015-16 the Department for Education cut £113 million from ESOL funding.

Although I accept the right hon. Lady’s point about refugees’ entitlement to funding, asylum seekers are not eligible for free tuition from statutory sources. Free classes are informal and, as the brilliant community project in my constituency, Learn for Life Enterprise, has found, greatly over-subscribed. There is a real patchwork of local provision. The report by Refugee Action revealed that 45% of prospective ESOL learners have to wait an average of six months or more to access classes, and that there have been cases of people waiting up to three years. It found a waiting list of more than 6,000 people across 71 providers. A further problem, which the right hon. Lady highlighted, is the lack of childcare provision, which affects women in particular.

The report also found that the different strands of ESOL funding are disjointed. The right hon. Lady acknowledged that there are different practices in the different nations that make up the UK. England is lagging behind Scotland, Wales and Northern Ireland, and even Manchester—if it can lag behind a city. They have all developed strategies for ESOL teaching. We need a strategy that will ensure that all refugees receive free and accessible ESOL provision. Analysis by Refugee Action indicates that two years’ provision would cost £3,200 per refugee, which is a relatively small price to pay for the benefits that they and we will receive from that investment.

The lack of a coherent national strategy and the underfunding fail the refugees who come here to rebuild their lives, and as I said, it is an incredible waste for us as a country to fail to give them the opportunity to fulfil their potential. I hope that the Minister will indicate whether the Government’s response to the Casey review will address the lack of a national strategy for English language teaching, as well as the underfunding. The response should not simply focus narrowly on tackling extremism but recognise the necessity of ESOL provision for integration, for tackling isolation and for unlocking the potential of those who come here to contribute to our communities.

[Mr Philip Hollobone (in the Chair)]

We now come to the first of the five-minute Opposition Front-Bench speeches. I call Stuart C. McDonald for the Scottish National party.

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[Afzal Khan (Manchester, Gorton) (Lab)]

Let me start, as others did, by thanking the right hon. Member for Meriden (Dame Caroline Spelman) for securing this debate and for her powerful points about why this issue is important and about the obstacles that we face.

I also want to acknowledge the many other Members who have contributed to the debate. Everyone seemed to make similar points; we seem to be on the same page. Members mentioned the impact on children of their parents not speaking the language and the importance of language training so that people are not isolated. My hon. Friend the Member for Sheffield Central (Paul Blomfield) hit the nail on the head when he mentioned the lack of a national strategy. I hope that we will hear a bit more about that.

Speaking English is one of the first and most important steps to integration for a refugee. Apart from the Casey review, the all-party parliamentary group on social integration, the all-party parliamentary group on refugees and a report by Refugee Action have all demonstrated the importance of ESOL courses and the vital need for investment. Learning English is a gateway to work, study and getting to know your neighbours. It is also instrumental to refugees’ mental health, staving off isolation and loneliness. The vast majority of refugees want to learn English and in theory they are eligible for fully funded ESOL classes. However, the reality is not matching up to the theory. As we have heard before, there are long waiting lists—in some cases three years long—and many refugees cannot access the classes they are entitled to.

The Casey review identified some of the difficulties faced by women from minority backgrounds in accessing English language courses. This is another point that has been highlighted. Three quarters of ESOL providers have either no provision for childcare or not enough for the needs of most learners, which disproportionately affects women’s ability to attend classes. The overwhelming message is that is a lack of funding is the biggest issue for ESOL providers. Two thirds of providers told Refugee Action that an increase in Government funding is the one thing that would most improve their ability to provide a high standard and quantity of ESOL classes.

The Conservative Government’s actions have been a classic case of rhetoric not lining up with reality. At the same time as the former Prime Minister was calling for migrants to learn English, the Government were cutting funding for courses. From 2009 to 2016, funding for ESOL classes dropped from £203 million to only £92.5 million: a 60% cut. Where we have seen extra funding, it has been tiny compared with the cuts that ESOL has already faced. The extra £10 million over five years for ESOL provision announced in 2016 was to be used only for Syrian refugees resettled through the vulnerable persons resettlement scheme. While that was welcome, why are the Government seemingly only interested in integrating one group?

When David Cameron announced £20 million for Muslim women to learn English, his announcement had the potential to do more harm than good. By tying language classes for Muslim women to the fight against radicalisation, the Government’s clumsy, simplistic approach managed to stigmatise a whole community rather than encourage integration. It was also of no benefit to refugees. The Government say that they value and promote integration, while at the same time slashing funding to one of the most important branches of it.

What should we do? A Labour Government would make further education courses free at the point of use, including ESOL courses. As we do not have a Labour Government, Members in the Chamber have made a strong case for specific investment in ESOL classes for refugees. As the Minister considers his response to the Casey review, I urge him to invest in ESOL funding for refugees, to ensure that women have equal access to classes, and to let the Government’s actions live up to the rhetoric they have been peddling for years.

[Mr Philip Hollobone (in the Chair)]

If the Minister would be kind enough to conclude his remarks no later than 5.27 pm, that will give Dame Caroline enough time to sum up the debate.