This doctoral thesis explores a range of techniques used to enhance meaningful learning experiences designed to meet the particular needs of Syrian refugees.
The thesis explores the extent to which creating contextually rich learning opportunities might more successfully benefit this group of ESOL learners and facilitate the learning process.
This study employed a case study approach to identfy what the barriers were to learning English in the traditional sense for this specific group of learners in the North-East of England. It then sought to identify what approaches might be adopted to replace them. It was felt that the findings pointed to a new approach to delivering ESOL that could improve language acquisition, and so allow for better integration into the host society.
ETF/sunCETT MPhil, Practitioner Research Programme