Language Learning and Migrant ‘Integration’ in Scotland: Exploring Infrastructure, Provision and Experiences, 2019-2021

The main method of data collection was semi-structured interviews, mostly conducted online. We interviewed experts (ESOL providers, decision- makers – 14), teachers and community-based practitioners (17) and learners (22). In addition to interviews, we also conducted participant observation in language cafés and classes organised by different third sector providers in Aberdeen city. The research questions underpinning the project were: RQ1: How do geographic location and changes in ESOL governance shape the complex landscape of ESOL provision in Scotland? RQ2: How well do policy frameworks, funding priorities and expected outcomes align with the experiences and understandings of ESOL providers and learners? RQ3: What is language learning for and about, and how does it relate to ‘integration’? RQ4: Who is considered in need of language learning and/or integrating? The project report includes a full discussion of the methodology, key findings and recommendations. It is available at http://doi.org/10.5281/zenodo.7885964