English for Speakers of Other Languages

Virendra Sharma Excerpts

Tuesday 3rd May 2011 Westminster Hall

[Mr David Ward (Bradford East) (LD)]

Six or seven months before the election, I attended a session on phonics at a school where I was a governor. The session was also attended by 50 parents—48 women and two men. I am not suggesting that all those who attended were poor at English, but the parents of only 10% of the school’s children—there are nearly 700 children at the school and its nursery—were born in this country, so Members will appreciate the difficulties that the children have at times with the lack of English in their homes.

When Kate and Will looked at their contribution to reducing the deficit, I am sure that they carried out a cost-benefit analysis and decided that their wedding was worth while, because of the tourism and the extra hotel rooms that would be booked. In the case of ESOL provision, too, we really need to look rigorously at the cost-benefit analysis. We are not talking about people who are fluent in Urdu, Punjabi or Gujarati, or in the languages of Slovakia and Lithuania. Very often, although not so much in the case of eastern Europeans, we are talking about people who have never developed language skills, even in their mother tongue, and ESOL lessons are the first time that they learn not only English, but how to develop language skills.

One of the most powerful arguments used against the education maintenance allowance, which I did not agree with, was the infamous dead-weight argument that 90% of people would go to college or stay on even without EMA. However, surely that argument does not apply to the situation that we are discussing. Clearly, the majority of people who benefit from ESOL provision would not be able fully to fund it themselves. At Bradford college, 46% of ESOL students who are currently fully funded would not receive full funding, and they would not be able to access ESOL provision.

We have a social contract. I did not sign the pledge on free higher education, which has been a massive subsidy to the middle and upper classes for years, and I welcome the fact that those people will now have to contribute to the cost of their higher education. However, there is a social contract for those up to 18, and all parties agree that we should provide free education up to the statutory leaving age. We have reached that agreement, because we realise that young people need to develop basic knowledge and skills, including language skills, to make the best of themselves when they leave full-time education. Why do we not extend that free aspect? Why does that social contract not extend to those who do not have English, whatever their age? Whether people are 19 or 90, if they do not have the skills to enable them to be fully functioning members of society, why do we not extend that social contract to them, as we do to those under 18? The argument that is made is that that is a matter of equality. We do not fund, apart from those on active benefits, those who are over 19, so why should we provide ESOL for those over 19? However, the lesson that I have learned over many years in my community is that if unequal people are treated equally, inequality is reinforced. If one does not favour those who are over 19 but who lack the basic skills to be part of a functioning society, one is disadvantaging and reinforcing the inequality that already exists.

Bradford college, one of the largest providers of ESOL in the country, has considered the impact on the local community. Those on low incomes are likely to remain on low incomes, as they will lose out on the opportunity to develop their language skills and to improve their employment prospects.

[Mr Virendra Sharma (Ealing, Southall) (Lab)]

Does the hon. Gentleman agree that, with this approach, the Government are creating an environment of social alienation, which can be so damaging to multicultural communities such as mine?

[Mr Ward]

That approach is damaging to my community, as well. I believe that that is a fundamental consideration that needs to be taken on board. Bradford college has also said:

“The college currently makes an excellent contribution to Bradford’s widening participation, social mobility and social cohesion agendas. The ESOL team is a significant force in meeting these agendas.”

Coming from Bradford, I know the cost of not having social cohesion, which is a cost that we cannot afford. We need to do all that we can, which includes fully funding ESOL provision for all those who require it. In answer to the question whether, pound for pound, provision should be for translators or for ESOL, it should be both—maybe we could fund that from the royal family.

--- Later in debate ---

[Mr Virendra Sharma (Ealing, Southall) (Lab)]

I congratulate my hon. Friend the Member for Lewisham East (Heidi Alexander) on securing this important debate. Indeed, the number of Members present shows how essential it is.

As time is short and many have spoken on the matters about which I would have liked to speak, I simply support the ideas that have been expressed and recognise the feelings in their constituencies. As a person who had little knowledge of English 42 years ago, I know that without the opportunity to learn the language in this country I probably would have been working on the factory floor. In today’s circumstances, I would probably not even have had the chance to work.

Ealing, Hammersmith and West London college in my constituency is one of the largest providers of ESOL courses in the UK, with almost 3,000 students at its five campuses. More than 2,000 of the students are women, many of whom will now be denied the chance to improve their English, their job prospects and their children’s chances of fully integrating into society. The college told me that it was concerned that the high proportion of women who will be affected will have a severe impact on families and on the next generation. They said this change will stop English being spoken at home, which means that the fluency of the younger generation will continue to be affected, thus ensuring that the literacy and language problems already present in our schools will be perpetuated, affecting educational standards.

The college also spoke to me of its dismay that women in particular will now be denied the chance to learn. It said:

“it seems to have been forgotten that many of these students have escaped serious repression in their own countries. The women in particular are also frequently fighting their husbands to have the freedom to study. The real issue, therefore, is that they have come to this country to find their voice, and in return we are locking them into silence.”

[Mr Andy Slaughter (Hammersmith) (Lab)]

My hon. Friend rightly concentrates, as have others, on the effect on students, but Ealing, Hammersmith and West London college—the largest provider of ESOL in his constituency and mine—will suffer badly because ESOL courses give people access to other courses enabling them to gain further qualifications. The college will lose £5 million, and its successful future will be jeopardised by these changes, which are very short-sighted.

[Mr Sharma]

I agree with my hon. Friend. The colleges and campuses are in both of our constituencies, and I am aware of his point.

The students at West London college felt so strongly about the changes that they organised an ESOL day of action, which I, and probably many other Members in their own constituencies, attended. The students are worried that their voices are not being heard by the Government. Now is the time to stop and listen to those who will have to live with these changes. The Prime Minister wanted the Government to go further in helping those who come to the UK to learn English, and we must ensure that that wish is fulfilled. I hope that the Minister will take note of the views that are being expressed not just by me but by many of my colleagues who have experienced similar calls from their constituents. He must ensure that people have the opportunities and resources to integrate into our society and to improve their working opportunities so that they, too, can contribute to the future of this country.