[MUSIC] Now we focus on issues of literacy for new citizens from the perspective of students and teachers. First, we present key elements for understanding literacy with a focus on students and then we focus on the teachers. Right now, let's investigate the expectations and needs of the students to understand the role that language plays in their socio-economic integration. We are going to explore the media representations and stereotypes reinforced by anti immigration political discourses. And contrast the political discourses with the needs and expectations of the students. It is important to consider the discourses circulating in public opinion to understand how social integration is approached in the receiving countries regarding the linguistic diversity of migrants and refugees. It is often seen as a problem rather than a cultural asset. A lack of language is interpreted as an indicator of an unwillingness to integrate. In short, if they don't speak the language, it's because they don't want to integrate. This problematization is found in many political discourses of different political orientations. Let's start with France. This is for example, the French President Nicolas Sarkozy. Because of course we must respect all differences, but we do not want a society where communities coexist side by side. If you come to France, you accept to melt into a single community, which is the national community. And if you do not want to accept that, you cannot be welcome in France. And then we move over to Britain. This one is the former British First Minister Tony Blair. He says there are people who are isolated in their own communities who have been here for 20 years and still do not speak English. That worries me, because there's a separateness, that may be unhealthy. This statement was made, just after the attack, on the London Underground, making a direct connection, between communicative practices, which do not coincide with the language, of the territory. With problems of social cohesion, and which within this logic can lead to terrorism. In other words, he was connecting, speaking predominantly another language than English with social conflict from which terrorism could originate. In the United States, Donald Trump, who has become a strong supporter of the exclusive use of what he considers to be the national language in the United States, is in line with the English Only movement, although, that has no legal basis in the US since there's no document which accords this status to the English language during his presidential campaign in 2016. Trump would say this is a country where we speak English, it's English, you have to speak English. Let's contrast this political discourse with a real case, which challenges this idea of voluntary isolation of supposedly conservative communities who don't want to integrate. This is Parveen, Parveen is the mother of a secondary school student who attended one of the schools included in a longitudinal ethnographic study in Barcelona. She was described by her son's teachers as a kind and lovely woman, but living in the Pakistani ghetto and not speaking a word of Catalan or Spanish. The teachers representation of Parveen was very close to Blair's idea of self isolation. When we interviewed her. We discovered that yes, she had a lot of problems using Spanish or Catalan after seven years living in Barcelona, however, we also discovered many other important social factors which had impacted her language acquisition and linguistic and social integration. Parveen had been a teacher in Pakistan before coming to Barcelona with great expectations for her children's education. But now she was dejected and concerned to see that these expectations were not being realized. We knew from previous interviews with her son that she had had a very important role in the education of our children and Pakistan. During the interview, she demonstrated that she continues to be extremely interested in the education of our children, as well as concerned about some educational decisions made by the school regarding her youngest son. However, we also know from him that she no longer plays the same role as in Pakistan where she would speak with the teachers. So an extra two tuition when necessary, and monitored homework, among other things. All this had stopped in the receiving country. The isolation that teachers pointed out was also quite true, but knowing more about her life, it didn't seem to be a self-imposed isolation at all. Parveen has a husband on sick leave, so she needs to stay at home nearly 24 hours a day. He had had a serious work accident shortly after Parveen and her children had managed to get reunited with him in Barcelona, and he had lost all capacity to care for himself. The family had tried to get access to day care center to free Parveen from some of our responsibility. However, Praveen and her son explained that they had failed on this. The family also struggled economically. For instance, at the time of the interview the family was under the threat of eviction. Parveen combined the care of her husband with occasional sewing work at home, in less than ideal conditions. In the past, she had sometimes joined language classes, but she did not have much time to keep them up, since she has to take care of her husband nearly 24 hours per day, at the same time as doing the sewing. In addition to this, at the time of the interview held, she was also looking after her one month old grandchild. We can analyze Parveen situation, Praveen needs and expectations regarding her social and economic integrations. If we look at them we can see how essential it is to acquire the language of reception for at least four key dimensions, education, health, housing and work. First, then migratory project of Parveen's family was intimately linked to the family's education expectations for the children. In order to carry on with the previous educative role she had in Pakistan, Parveen would benefit from acquiring language skills. Let's see on the slide the first box. Then second, her husband situation makes it more than advisable for her to acquire better linguistic competence to manage the family's health and social care needs. And third, when we talk about housing, being at risk of eviction Parveen would also benefit by acquiring more language skills to communicate with the relevant authorities and gain support from activist organizations. However, Parveen not only needs linguistic support for helping children or accessing services. She also needs it for developing her own professional career. But in addition, Kevin's care responsibilities doubled when her daughter, who also has had only limited access to the language of reception could not access jobs which guarantee basic rights, such as maternity leave. Let us now return to the words of Sakura z play on Trump but with Praveen in mind, all three speak of national identity as a uniform identity. Within this uniformity national identity corresponds to one language. This is a mono lingual approach to communities. And following this logic institutions such as the school must protect and promote this mono lingual approach. From this uniform presentation of the reception society It is easy to fall into an assimilationist model, which was explained in session. That we already talked about when and this mental frame which justifies linguistic assimilation as normal. One can easily move on to making the migrant responsible for learning or not learning the language and by linking language with society. Not learning the language can be taken as synonymous with not wanting to integrate. By the same logic, becoming a citizen of the host country must happen by merging into a homogeneous community. And going further in the same line of reasoning not doing this would make you responsible, not only for your own lack of integration or participation in society, but also for the cohesion of the society in general. But actually, learning the language or languages of reception plays a central role in Parveen's needs and expectations, which makes it difficult to imagine that Parveen would choose not to learn as Blair Sacco z or Trump in this insinuate, or even that you would not have foreseen it in some way. Her migration was causally linked. To access to education for our children and area in which she was key and Pakistan. So while some discourses incinerate or latently connect and lack of skill in the reception languages with a lack of Interest or resistance. When we approach people when we talk to them, we see that it is another systemic barriers that are hindering this learning. We want you to reflect on this session on what we've talked about on everything that we presented. For that, we prepared three follow up questions. First, can you think of comments from politicians in your country similar to those of Nicolas Sarkozy, Tony Blair, or Donald Trump? Second, Reflect on this political decision. In 2016, the British government allocated 20 million pounds to induce Muslim woman to learn English in order to combat radicalization as part of their security policies. This is a clear example of how the political agenda affects the provision of language courses. Can you link other political decisions regarding the provision of language courses with other assumptions inferred from the political discourses? And then finally, what do you think the provision of language causes should prioritize in order to meet the expectations and needs of Parveen. [MUSIC]
