English Language Learning Essay example -- Education, Gujarati Familie

The overall aim of this search is to explore historical and contemporaneous discourses of social policies of identity, assimilation, multiculturalism and sense of belonging in relationship to the practices of the everyday (Lewis 2004) and to explore how the individuals make sense of their world through and by their experiences and practices of it. I go away particularly focus on the ara of language learning as a part of identity formation to find out how participants are involved in the act of making their language learning realistic in spite of all the challenges. By this I mean not to reveal what really happens, but rather to analyse participants accounts in relation to the governmental discourses surrounding language, assimilation and community cohesion. Duke (2002 42) argues taking a qualitative send off in relation to researching social policy is essential when trying to delve into separate of the policy act which quantitative methods cannot reach. They have the poten tial to explore innovation, originality, complexity, interactions, conflicts and contradictions. This research is, therefore, an attempt to find answers to the problems and predicaments related to English language learning down the stairs different political agenda and to demonstrate how these varying determinants had an effect on the process of language learning and identity formation of Gujarati women in the diaspora. THE context of use OF RESEARCHIt is important to contextualise the process of identity formation of Gujarati women with what was happening in Britain in regard to race relation at both the time of their arrival and the various stages of settlement since. The 1970s was a period when many another(prenominal) Gujarati families arrived in the UK as refugees or economic migrants... ...r levels of ability In English for refugees and other migrants to the U. K. by linking language ability with employment potential (DFES Publications,2010). olibanum on one hand, the g overnment is stressing the importance of English language learning, on the other hand, the funding for the programmes that provide language training is being cut. in that location is no doubt that how the migrant women learnt/learn English is shaped by these policies which had/have direct impact on their learning. This research aims to highlight the discrepancies in the policy doctrines and their implementation by comparing the impact of the policies on the process of English language learning of Gujarati women under different political regimes. It focuses on how identities are shaped as an outcome of the political agenda by the qualitative study of the learning journeys of Gujarati women in London.