English across the fracture lines: The potential of English language capabilities in securing and sustaining livelihoods

English has become the language often used in peacekeeping missions, humanitarian crises and for diplomatic purposes. The language is also often perceived as having potential as a means of intercultural communication and... [ view full abstract ]

English has become the language often used in peacekeeping missions, humanitarian crises and for diplomatic purposes. The language is also often perceived as having potential as a means of intercultural communication and crisis intervention, particularly when language and ethnicity have been positioned as central to conflict. Moreover, it is increasingly recognised that (English) language skills can play a role in the survival and resilience of migrants and through this helps to forge more sustainable futures. As such, English language teaching often features prominently in development education, refugee education and post-war reconciliation education initiatives.

But what is the potential of English language teaching (ELT) to securing and sustaining livelihoods and therefore also contributing to peacekeeping and stability? The British Council set out to explore educational programmes with such aims for a forthcoming publication, and this presentation will synthesise the key messages that emerge from a range of case studies about interventions attempting to promote secure and sustainable livelihoods through ELT. The case studies include ELT initiatives that aim to promote resilience and support the integration of Syrian refugees in the UK and Lebanon; that help to develop young people’s empathy towards migrants in European classrooms; that support conflict transformation by promoting tolerance, remembrance, reconciliation and forgiveness in the Middle East; that emphasise the role of English in promoting communication and understanding between Indian and Pakistani youth; that aim to enhance interethnic, interreligious and intercommunity relations in the Democratic Republic of Congo and Nigeria. This paper thus considers how a framework of positive action could be developed from the evidence gathered in the varied contexts of the case studies and how ELT can enhance capabilities such as empathy, resilience, stability, intercultural understanding, and thus promote citizenship, human rights and peace.