That this House has considered funding for the provision of English for speakers of other languages.
It is a pleasure to serve under your chairmanship, Ms Dorries. I am grateful for the opportunity to open this debate, which is about a subject that is close to my heart and to my community: the urgent need to invest in English as a second language, particularly for refugees.
I am fortunate to represent a place that is diverse, inclusive and welcoming. I am proud to be from a city of sanctuary, because almost 500 people living in Birmingham have arrived since the beginning of the Syrian vulnerable person resettlement scheme. Last summer, I was fortunate to meet 12 people from Syria who have started new lives in Birmingham, supported by Refugee Action. They shared with me their experiences of life in the UK, and spoke about how respectful and kind those around them have been, how comfortably their children have settled into local schools and what a great place Birmingham has been to live in. The biggest problem that almost everyone wanted to raise with me was the lack of sufficient access to English language learning.
People had different reasons for wanting to improve their English. For one family, it was to ensure they could communicate properly with healthcare professionals to support their daughter with her complex health needs. For another, it was so that they could speak English well enough to pass their UK driving test. For another man, it was so that he could take up the profession he held back home in Syria as a football coach.
Earlier today I met Nour, a Syrian refugee living in Birmingham—he is in the Gallery listening to the debate. Nour is a passionate champion of the importance of learning English, and I want to share with Members his powerful words:
“When you start to speak English fluently, it means you can get a good job and make your dreams come true. I am working hard. I want to create a company like Microsoft. You will see—I will achieve my dreams and goals.”
The experiences of this group of refugees is mirrored by many people of different backgrounds, who have different motivations but the same ambition to be able to communicate better with the community around them. We should support that ambition and be a country that is open and welcoming, but that requires providing people with support after they arrive here. Language classes are fundamental in building cohesive communities, yet many barriers exist for people to access classes and they struggle to find the opportunity to learn to speak English.
I congratulate my hon. Friend on securing the debate. It is clear that there is support from both the refugee community and the British public for having these classes. Does she agree that there are particular concerns that women with children are prevented from accessing these classes, because there is no provision for children?
My hon. Friend makes a valid point, and I will touch on that later in my speech.
Government cuts to English for speakers of other languages over the past decade have been ruthless; let us not pretend otherwise. Refugee Action’s report, “Turning Words into Action”, shows that Government funding for ESOL in England fell from £212.3 million in 2008 to £105 million in 2018. That is a shocking real-terms cut of almost 60% in a decade. Unsurprisingly, this decline in funding has been accompanied by a decline in adult participation in ESOL classes by nearly 40% over the same period.
I thank my hon. Friend for securing this important debate, which is about a subject many of us have been raising over the last nine years as we have seen the erosion of courses. Does she recognise that there is a new threat to funding for ESOL courses, because the European social fund has been a significant supporter of those courses? Does she hope that the Minister will today give a commitment to match, pound for pound, funding from the European social fund for ESOL courses in future?
I thank my hon. Friend for that important intervention, and he is right. So many Members across the House have been campaigning for this over the past decade. I hope that the Minister will respond to his request.
Last month a report by the Government’s social research team, using methodology agreed with the Department for Education, found that the demand for English language teaching was high, with almost three quarters of survey respondents reporting a “significant demand” for English language learning provision in the communities they serve. However, providers are struggling to meet that demand. Over half the respondents found it “fairly difficult” to meet demand, and one in eight found it “very difficult”. The overstretching of these providers hits learners hard, particularly the most vulnerable. New research carried out by Refugee Action found that 59% of refugees did not think they had received enough ESOL teaching hours and only 34% of respondents felt that their current level of English was enough to make them ready to work in the UK.
Third sector organisations are unable to fill these gaps because limited funding means they have little or no access to hardware and technology to support their teaching.
I thank my hon. Friend for securing this important debate. She makes the point about third sector provision. In my constituency, First Step and the Angelou Centre provide ESOL classes, as well as Newcastle City Council and Newcastle College, but because of the devastating cuts they are in no way able to meet demand. My constituents and refugees in Newcastle often speak to me about the need to increase ESOL provision so that it is not just a lucky few who are able to receive the gift of the English language.
It is important that we hear first-hand experiences from Members representing their communities about how difficult it has been and the impact of cuts.
It is disingenuous for the Education Secretary to praise ESOL as a way towards social mobility and inclusion without providing much needed resources. Women are disproportionately impacted by barriers to ESOL and they miss out on the benefits that those who are able to learn English gain. More than three quarters of parents said that a lack of childcare had been a barrier to their ability to attend English lessons. For those on a low income, practical and logistical barriers exist. A quarter of refugee respondents, for example, had not been able to access any financial assistance to pay for travel to classes. That can mean people are forced to miss classes because they are unable to travel to them.
Some groups are excluded altogether from accessing English, such as asylum seekers, who in England become eligible for funding only if they have been waiting for a decision on their claim for six months or longer. That includes a broader issue with the current resettlement process that researchers from the University of Sussex found is leading
“to a tragic waste of refugees’ unfulfilled potential”.
The Government frequently talk about the importance of ESOL provision for refugees. Back in 2016, after many years of ESOL cuts, pressure from the Opposition Benches, from charities and from civil society organisations forced the Government to give additional funding for people arriving under the Syrian vulnerable person resettlement scheme. Although welcome, this fairly modest pot of money supported only one group of people to learn English, and therefore cannot be seen as a solution to the wider problems of access to ESOL.
The Government’s 2018 integrated communities Green Paper acknowledged the vital importance of English for integration but gave no new money specifically for ESOL. In their 2018 immigration White Paper, the Government committed to
My hon. Friend makes an excellent point. Will she join me in suggesting that the Minister might do well to look at the German example? All refugees in Germany have access to a 600-hour language course, which enables them to learn to speak German. Clearly the German Government and the German economy see an economic return on that investment, as well as a social return in terms of mental wellbeing.
I thank my hon. Friend for that important intervention. I was not aware of the German example, and I think that the Minister will be keen to look at it after this debate.
All political parties talk of the importance of helping people to become productive, equal partners in their communities, and supporting people such as Nour to achieve their goals. However, too often the cuts to ESOL that we have seen under the coalition and Conservative Governments have prevented that from happening.
Today I want to ask the Minister four questions. First, will she act now to ensure that everyone can learn English? Secondly, will she commit to producing a formal ESOL strategy for England? Thirdly, what steps is she taking to ensure that people who face particular barriers to learning, such as those with caring responsibilities or difficult travel arrangements, are given the resources they need to overcome them, and to ensure that ESOL provision is always accessible? Finally, in order to have an inclusive, welcoming country, additional investment is necessary to ensure that everyone who needs it is given the opportunity to access high-quality, sufficient English language teaching, so will she support my call and take these demands to the Treasury in advance of the forthcoming spending review?
It is a pleasure to serve under your chairmanship, Ms Dorries. I will start with a reference to the all-party parliamentary group on social integration, which correctly provided a statement that, to be successful at getting ESOL taught, we had to recognise that we were up against cultural norms among the groups to whom we were trying to provide the language training. I remember 11 or 12 years ago, when I was a councillor in Oxford, seeing groups of women in particular who had been coming to English classes for five or six years, but whose English was no better than on the day they first went. It was an opportunity for them to get out of the house and have social interaction with other people on the course.
ESOL teaching can be useful for that purpose of providing social interaction, but that does take away from the purpose of providing the language tuition that we all think is important. Fortunately, most refugees do not fall into that category; they passionately want to learn English. There are many reasons for doing that: for talking to neighbours, for having that normal family social interaction, for studying and, most importantly, for work-related activities.
Much of the thinking about teaching English stresses the need for a community-based strategy. I am not sure that I understand what a community-based strategy is in this case, particularly given that so much of the English-language training is provided by large local government organisations that can hardly be described as community-based in the way they operate. At some point we will have to bottom that out when we talk about how these services should be delivered in the best possible way.
I have mentioned that it is essential to run language training courses for large refugee communities; it is essential to run them for all refugees, but particularly so where there are large refugee communities. My own constituency does not have any, so I can speak on this with a touch of objectivity, and look at that training to see how it proceeds. I have also already mentioned the importance of English language training for people getting a job, but that also leads to another question: what role should employers have in providing English language training for people to whom they offer jobs? That is much more than simply the social mixing that I talked about at the beginning.
It is a pleasure to serve under you, Ms Dorries. I thank my hon. Friend the Member for Birmingham, Edgbaston (Preet Kaur Gill) not only for securing this debate, but for her incredibly insightful opening speech, in which she very articulately made the case for ESOL funding.
Only a week ago, I had the pleasure of showing a group of ESOL learners from Halifax around Westminster, as part of a trip organised by Halifax Opportunities Trust to complement their studies. They were a wonderful group of people, each with a different story to tell, but all of them enthusiastic about the opportunity to gain a better understanding of their adopted Parliament, how it works and its relationship to their lives. While they are still studying English, it was their ability to ask questions and understand the answers that empowered them to truly experience Parliament as participants, rather than simply as observers along for the ride.
However, although almost everyone understands the value of being able to speak English, ESOL provision is harder to access than ever before. As we have heard, Government funding for ESOL in England fell from £212.3 million in 2008 to £105 million in 2018—a real-terms cut of almost 60%. Unsurprisingly, Calderdale College in my constituency has had to reduce its ESOL provision by 50%, despite an increase in the number of learners seeking it. We expect the publication of the national ESOL strategy in the autumn. With YouGov polling suggesting that 91% of the British public believe it important that refugees and others who come to the UK should learn to speak English, we know that there is overwhelming support for investment in ESOL as a means for that to happen.
Here in Westminster, I vice-chair the all-party parliamentary group on social integration, which the hon. Member for Henley (John Howell) mentioned. In 2017, we published our “Integration not Demonisation” report, which argued that the ability to speak English is one of the key principles underpinning healthy and successful integration within communities. As part of the call for evidence for that report, it was a pleasure to welcome the all-party parliamentary group to Halifax, where the chair and I met with those involved in integration work.
My hon. Friend is making an excellent speech and a lot of good points. The Government found £10 million in 2016 for Syrian refugees to undertake ESOL classes. If there is money for Syrian refugees, surely there is money for all the communities that need it.
My hon. Friend makes the important point that we recognised the importance of Syrian refugees being able to speak English, but we have not delivered the funding to extend that programme to other newcomers to our country. We should reflect on that.
Ahead of the publication of the national ESOL strategy in the autumn, I was glad to see that the Government’s immigration White Paper, published in December last year, commits to
“an ambitious and well-funded English language strategy to ensure that everyone in this country, especially those with newly recognised refugee status, are supported to speak the same language.”
However, these proposals contain no new funding for English language teaching, which the strategy will have to address later this year. The ability to speak English is important for many reasons, not least, as I have mentioned, because it is integral to integration. If someone cannot speak English, their ability to find work, meet and converse with people and access everyday services is severely restricted. For someone to be trapped in a world where they cannot interact with those around them will leave them desperately isolated and vulnerable.
There is strong public support for ESOL, not least because it would be a sensible investment. Research undertaken by Refugee Action—I am pleased to see members of the team in the Gallery—shows that it would cost £42 million a year to ensure two years’ ESOL for each refugee arriving in the UK, which would in effect be fully reimbursed to the taxpayer within the first eight months of that individual’s employment at the national average wage.
The Casey review looked at opportunity and integration. Published in December 2016, it made it clear that good English skills are fundamental to integrated communities and particularly important as a means of empowering marginalised women and other socially isolated groups. However, when it comes to working with those groups in particular, as much as I welcome learning in the community, I am sympathetic to some of the points already made about how effective learning in the community needs to be. I have seen good examples of that and I have seen bad examples.
2:56 pm
20 of 47 shown
“an ambitious and well-funded English language strategy to ensure that everyone in this country, especially those with newly recognised refugee status, are supported to speak the same language”.
Once again, however, there was no new funding. The Government’s failure to act flies in the face of public opinion, which is strongly in favour of supporting people to learn English. For example, recent independent polling by YouGov shows that 91% of the British public believe it is important that refugees who come to the UK learn to speak English. If the Government are serious about allowing everyone the possibility to learn English, investment must be made, not empty promises.
Informal ESOL learning groups run by volunteers and community organisations across the country are a vital part of learning, and we know that they are often fantastic community assets. There is good work ongoing to help reach learners in segmented communities, and we should continue to work to ensure that such groups are joined up and co-ordinated.
There are other innovative forms of ESOL that should also be encouraged. In September, the adult education budget will be devolved to six combined authorities and the Greater London Authority, allowing for creative regional ways of delivering ESOL teaching. For example, the West Midlands Combined Authority is currently exploring ways of delivering more ESOL in workplaces, specific to certain sectors, to firm up the link between learning English and employment. Those new powers and responsibilities need to be matched with appropriate resources, so will the Minister tell us what they will be?
Thus far the Government have ignored the moral case, but perhaps they will listen to the economic one. Much of people’s passion to learn English comes from their desire to find work. Although it is certainly only part of the integration picture, for many it is the main motivation to learn. If people had access to eight hours of ESOL classes a week, the taxpayer would be fully reimbursed for two years of those classes after an individual’s first eight months of employment at the national average wage. In the case of supporting refugees to access ESOL, the cost of providing that volume of learning would be just £42 million a year.
Moreover, leaving people to flounder without the ability to speak the language can have a detrimental effect on their mental health and wellbeing, and lead to isolation and loneliness, all of which are extremely costly to the state and society. Investing in people who want to learn English is a smart thing to do.
The ability to teach the English language affects so many other areas. One area that it affects particularly is that of loneliness; if a refugee is lonely and does not have the right language skills, they will be even lonelier. It is essential to be able to address that. I remember reading the story of a refugee lawyer who spoke very little English, but who wanted to be able to continue to practise law when she came to the UK with her family. To be able to practise UK law in the UK, she had to take a conversion course. The stories that were told of the difficulties she faced in finding that sort of language training, just to be able to keep her family alive in the way to which they were normally accustomed, made for a sorrowful tale, and it is one I would recommend to all hon. Members.
Finally, I will mention, as I frequently do in this Chamber, the work of the Council of Europe. The UK is a member of the Council of Europe and it is rare that we take what it does into account. It has a programme called “Linguistic Integration of Adult Migrants”, which is there specifically to ensure that member Governments of the Council provide the linguistic training that is essential for migrants to be able to improve themselves by learning the language so that they can do all the things that we take for granted.
Office for National Statistics research published in the report suggests that approximately 800,000 people living in the UK at the time of the 2011 census could not speak English—2% of the population. In some areas with large numbers of immigrants, including Newham, Brent, Tower Hamlets and Leicester, that can be as high as 9% of the population. Further to this, 22% of Muslim women in the UK self-report that they are unable to speak English well.
To address that, the report recommended that the Government should introduce a national strategy for the promotion of English language learning, which would unleash the economic potential of immigrants, enabling newcomers to participate fully in British life and ensuring that everyone in our society can benefit from meeting and mixing with others from different cultures. We went so far as to say that enrolment in English language classes should be compulsory, acknowledging the Casey review findings that, in some communities, regressive cultural and family norms and practices can prevent the most vulnerable from learning English.
We also asserted that the ability to learn English should be a right extended to everyone. We argued that, while the Department for Education should lead that work, it should be delivered with input from the Ministry of Housing, Communities and Local Government, the Department for Business, Energy and Industrial Strategy and other relevant Departments to ensure that it was as effective as possible.
The Women’s Activity Centre in Halifax, which does a great deal to support older, isolated women, predominantly from the Kashmiri community, for whom the inability to speak English is a significant contributor to loneliness and isolation, was approached by an organisation that offered to come in and deliver ESOL. The organisation came in, signed everyone up, took some photos and then brought in an eastern European interpreter who unfortunately could not communicate with that specific group of learners at all. After two lessons, on realising that this approach was futile, they failed to return, letting all those women down. When funding for ESOL is so precious, knowing that dedicated funds can be wasted in that way, delivering no social benefit to those who most need it, is painful for everyone involved.
I have been working closely with Sisters United in Halifax—truly inspirational women who are working alongside Refugee Action to support its “Let Refugees Learn” campaign. Refugee Action has called for refugees to have a minimum of eight hours formal, accredited tuition a week for their first two years in the UK, which, as I have mentioned, would cost £42 million a year, although that would be repaid within the first eight months of a refugee’s being in work. Alongside this, I lend my support to Refugee Action’s “Lift the Ban” campaign, which seeks to promote integration and facilitate opportunities to improve language skills by allowing refugees to work while awaiting a decision on their status.
ESOL provision represents value for money. We know that the demand is there, but at the moment the provision is not. If we are looking for ways of ensuring, now more than ever, that we foster healthy, integrated communities, investing in ESOL would be a really constructive way of supporting those aims.