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Welcome to the UK project Bringing the outside in workshop

Welcome to the UK project Bringing the outside in workshop. Bringing the outside in. Using what learners tell us about ‘integration’; their lives, hopes and feelings about settling in the UK to: inform courses, activities, events and workshops

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Welcome to the UK project Bringing the outside in workshop

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  1. Welcome to the UK projectBringing the outside in workshop

  2. Bringing the outside in Using what learners tell us about ‘integration’; their lives, hopes and feelings about settling in the UK to: • inform courses, activities, events and workshops • build links with people, places and organisations inside and outside the classroom.

  3. YOGA: Yes, I am very happy and i did enjoy it. Also I will try that at home. It’s healthy for body FIRE SAFETY: I’m grateful for info... we enjoyed the fire engine. Brilliant and the firemen were very informative. Giving good information which some people did not know about FOOD SAFETY: Kids loved the clean hand demo. Good awareness of healthy food

  4. What ‘integration’ can mean to learners “I know a lot of things, I can argue a lot of topics, but it’s all inside. This is a terrible stage ... I don’t want to watch life ... I need to, more English to explain how I feel, what I think.” “You can do many things you can't do it in your country, for example to say what you want... if you don't like something you can ... say I don't like this, it’s very important to have your freedom, to feel like human”. “because of the help of studying English like ESOL ... I can reach people ... who live here for long time, so I feel I’m in a part of this country ... I can relate to other people”

  5. What does integration mean to learners? At your tables, discuss:- 1. What does integration feel like? 2. What do learners want to do? 3. What can help learners feel a sense of belonging?

  6. Bringing the outside in and building links from the classroom: courses/topics/activities in the class events/workshops/trips for the group people/places/organisations to signpost/accompany learners to

  7. Same life aim, three different journeys In your groups, draw a river illustrating one of the possible journeys for a newly-arrived woman who wants to study law: • Gets a lot of support • Gets some support • Gets little or no support Identify some achievable goals on each river www.reflect-action.org/reflectesol

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