Lived experiences of ESOL provision: English learning by Syrian refugees in Aberdeenshire

Abstract

This article is based on empirical data collected as part of a PhD research study that explores the lived experience of language learning by New Scots Syrian refugees in Aberdeen. The analysed data suggest that ESOL provision is arranged in such a way that the educational background of the language learners will play a decisive role in their learning journey. For example, ESOL provision can make learning less accessible for those learners who lack a formal educational background.