The language of multi-culturalism
A recent issue of Private Eye (No. 1404) has an interesting comment about cutbacks in English for Speakers of Other Languages (ESOL) courses. The article takes up a point made by the Prime Minister at his party conference. “There are parts of Britain today where you can get by without ever speaking English or meeting anyone from another culture,” he complained. He was, of course, suggesting that madrassas may be in part responsible for fostering this cultural isolation.
The article went on to suggest that there may be other causes rather closer to home. A number of institutions have recently announced that they are cutting back on the provision of ESOL courses. They include Bradford College, Brent Adult Education and Ealing, Hammersmith and West London College, all in areas where it might be supposed that ESOL courses would be most beneficial. Tower Hamlets and Hackney have also announced that they are withdrawing funds from these courses.
It’s not just government-backed institutions which are suffering. One of the largest private providers of English language teaching, Callan School of English, based in the West End, has announced that it is going into liquidation, putting dozens of highly skilled teachers out of work. Apparently, they are not alone, with many language schools recording significant reductions in the numbers of overseas students applying for places. One reason is the very high cost of accommodation in the capital.
ESOL courses are important not only to bridge cultural divides in this country but they also help to spread British culture overseas, something that might be considered essential if we look at some of the alternatives being practised currently in the Middle East. One of the unintended consequences of the British government’s determination to prevent hostile elements entering the country has been to restrict the number of student visas being issued. All very well in one sense as there have been numerous abuses of the system by some institutions who should have known better, but the fact remains that we should be encouraging genuine students who will hopefully go back to their countries with a greater understanding of “British Values”.
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