Aspinall, Peter J.

Hashem, Ferhana

English

Kent Academic Repository

(If they have any children)What language do you speak to your children in? What language do your children speak to each other in?

(If they have children) Do you feel it is important to teach (your) children Sylheti/Bengali? Why? (maintaining mother-tongue for cultural reasons; transmission of culture)

Are all of your friends and neighbours Sylheti/Bengali/Bangladeshi?

Are there any non-Sylheti/Bengali speakers of the family? If yes, who? Do you talk to them often? c. Place of residence before arrival to

Are there any particular groups (age, gender, ethnicity) you feel are under-represented in your student cohort? Why do you think this is?

Before arriving to the UK, had you ever come into contact with UK public ‘officials’ or public authorities? (ie British Embassy/Consulate interviews) d. Friends and neighbours/neighbourhood

Department of Health. Resource allocation: Weighted capitation formula, London: Department of Health,

Do your children learn Bengali at school/outside of school? i. ESOL experiences or other English language learning in the UK

ever change the language you use depending upon where you are? (ie different settings and social contexts?)

feel you receive sufficient support from the college? Or from other staff? Of from ESOL programme officers?

For women working at home – any home-based salaried work, other work outside of the home? (if any?)

have friends or neighbours from any other countries? Do you have friends who are English settle? g. Occupational status

Have you any plans to return to Bangladesh for family/work/other reasons?

Have you attended any English language classes? If yes – what did you learnt, if anything?

Have you noticed whether rates of attrition (drop-out rates) are high or attendance poor in any particular groups (age, gender, ethnicity)? Why do you think this is? Learning environments

Have you visited any city areas in Bangladesh? (ie cities such as Dhaka, Chittagong or towns such as Sylhet town). If yes, where?

How important is it to you that you continue to speak Sylheti/Bengali at home?

How long have you been teaching ESOL at ************* college?

How long have you been teaching ESOL?

Howmuch English is spoken to co-workers or senior colleagues? Appendix 1: Participant interview schedule h. Language & social identity

Is there a question you feel I should have asked? Appendix 2: ESOL teacher interview schedule Appendix 3: Participant/ESOL teacher information sheet A University of Kent project on: ‘English Language Acquisition and Bangladeshis in London’

Knowledge of other languages? Hindi, Urdu, Arabic? If yes, why/how did you learn this/these? b. Family – extended – usage of language across generations

need to speak any English outside of the home?

Since you began teaching ESOL, have there been any significant changes in the curriculum?

speak any English with members of your family? If yes, who and how much?

speak any other language(s) (other than Sylheti/Bengali) with your husband/wife? If yes, which one(s)?

The Census Language Needs Indicator: A comparison with Labour Force Survey data. DMAG Briefing 2006-31. London: Greater London Authority (Data Analysis and Management Group),

think Bangladeshis actively resist learning English? Do you think this resistance impacts upon your students practicing their English?

think ESOL classes should also expose students to ‘British culture’ or reflect the cultures they live in?

think the college should provide women only classes to increase their attendance?

Were there any problems with the cost of learning or problems with travelling to the language classes? j. Current usage of English out of areas where Bangladeshis live

Were your experiences positive or negative?

What do you think are the main differences between ESOL and EFL?

What do you think of the learning materials available for teaching ESOL? Through the college? Elsewhere?

What factors do you think discourages students to learn English in the classroom?

What factors do you think encourages students to learn English in the classroom?

What impact ford ESOL learning materials have on

What kind of social environments (outside of the classroom) do you think discourages students from learning English? Bangladeshis & learning English

What kind of social environments (outside of the classroom) do you think would help students learn English?

What kinds of students attend ESOL classes? (ie ethnicity, gender, age ranges?)

What language do you speak with other members of the family?

What reasons have the students given about why they are learning English?

What teaching methods do you find the most effective for teaching English?

What was the ethnic or racial background of the other students?

What was the ethnicity or gender of the teachers – did this make a difference?

When was the last time you went to Bangladesh, how long for? Why was this?

Where did you spend the most part of your (childhood and adult) life – in Bangladesh/London/elsewhere? (try to gauge urban/rural context in Bangladesh)

Why did you choose to teach ESOL?

Why did you want to learn English in the first place? (ie first motivations to learn English – if any?)

Why do you think learning English is important to Bangladeshis?

work? If yes –

Would you recommend any changes? Would you describe these?

What kind of language services should public authorities provide to minority ethnic groups:the case of Bangladeshis in London

http://kar.kent.ac.uk/42260/1/Nuffield%20Final%20Report.pdf

What kind of language services should public authorities provide to minority ethnic groups:the case of Bangladeshis in London

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