English Language Learning Essay

1783 Words 8 Pages
The overall aim of this research is to explore historical and contemporary 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 will particularly focus on the area of language learning as a part of identity formation to find out how participants are involved in the act of making their language learning possible in spite of all the challenges. By this I mean not to reveal what 'really' happens, but rather to analyse participant's accounts in relation to the political discourses surrounding language, assimilation and …show more content…
This period is also marked by the routine involvement of women in the labour market which was a British phenomenon and a novel way of life to the Gujarati women along with other South Asian and Afro-Caribbean migrant women. Gujarati women who arrived to the UK during that period and who were aged between forty and sixty had few formal educational qualifications and limited grasp of English. Although, they were employed, they were confined to a range of semi or unskilled jobs such as machinists, packers and finishers. (Warrier, 1994). However, most women aged between twenty-five and forty tended to be better qualified and much more accomplished in English (Ramji 2006). Their skills in English clearly appeared to be a key factor in these women’s employability and resultant life-style. Furthermore, their place of origin, whether they were direct migrants from either rural or urban part of Gujarat or twice migrants from East Africa, also made a huge difference to their social status in the UK. Lyon’s research (1972) shows that there is a sharp distinction between Africans and Indians settled in the UK. The ‘twice migrants’ (Bhachu 1988) appear to differ strikingly from their once-migrant peers. Most of the twice-migrants entered as more or less complete family units had educational qualifications of some sort, many spoke English fluently, and most men (and some women) had professional, technical or commercial employment before leaving Africa. The twice…