Pig Sty Avenue

CHAPTER 1: Theory Here I examine literature underpinning the theory regarding the circumstances in which English L2 learners (or “new Scots”) find themselves having to be assessed in their English language ability in order to secure the status of citizen of the UK and Scotland, or person with indefinite leave to remain. This is necessary to give a framework to a complicated situation which crosses several disciplines, (Language Assessment, Educational Policy, Immigration Law and Policy, and Second Language Acquisition Theory). The theory helps to move the research from a narrative of “What happens to new Scots with regard to their emergent bilingualism?” to a more critical field of discourse, “Why does that happen?” and “What does it mean ?”   “Non-Native Speakers” v “emergent bilinguals”. This section looks at theory regarding L2 learners, that is people who are learning a language, (with specific reference to English learners in Scotland) which is not the same as L1 the...

SEARCH 1: *"English Language" "Asylum Seekers" Refugees Scotland* [Google Scholar, All,  2,260 results] SEARCH 2: * ESL "Asylum Seekers" Refugees Scotland*  [Google Scholar, All,  260 results] SEARCH 3: * ESL ESOL "Asylum Seekers" Refugees Scotland* [Google Scholar, All, 64 results] SEARCH 4: *ESOL "Asylum Seekers" Refugees Scotland* [Google Scholar, All, 595 results] SEARCH 5: * ESOL "Asylum Seekers" Refugees Scotland* [Google Scholar, Since 2011, 215 results] SEARCH 6: * ESOL "Asylum Seekers" Refugees Scotland* [Google Scholar, Since 2014, 66 results] Provisional title for now. Sleeping on it. And working with Search 6 tomorrow morning. Start with Strang et al (2015) as the closest I've got to what I want to do. Essentially, I'm looking into "integration pathways", but viewing how we measure emerging bilingualism, if we do at all. The nub of it is, emerging bilingual adults should have...