As a refugee I feel I can understand what other vulnerable migrants are experiencing when they move to the UK and I want to put my experience to good use. When I first moved to the UK it helped to talk to other refugee women in a similar situaon -­‐ this is what the community want and I can provide it. [Interview with author]


Maria has had a significant impact on women who would not normally access formal classes, also addressing their wider well-­‐being, because she has shared common experiences and understood cultural barriers they faced.


Conclusion


Passionate individuals who care about their learners make a difference. It’s hard somemes to hold onto hope in a season, where creavity is being squeezed from secondary educaon and adult educaon budgets are being slashed, but as teachers we have to be guardians of hope and find ways to keep hold of what we know works for learners, even when it’s not in favour.


In 2007, when I started my PhD, I was quesoned many mes about the value of what I was doing because, ‘No-­‐ one is interested in that now.’ However, I could see it making a difference to learners through the joy, laughter and sense of growing community. In 2015, I have had the privilege to see that 78% of the 1,536 Creave English learners surveyed aer compleng 10 sessions had engaged in new community acvies, and 100% claimed to feel more confident. The delivery in familiar faith centres has given many women their first opportunity to learn English: they are able to have privacy at the doctor’s for the first me without a family member interpreng; or to phone for help in an emergency without having to wait for a relave to come home. Although no exam result will ever recognise it, it is an incredible milestone for a learner to feel confident enough to take her son to the park for the first me.


Access to formal qualificaons is vital in prevenng barriers to becoming employable in the field of one’s choice. However, there is also space for holisc community alternaves which enable people to funcon in society and which act as a stepping stone into the next opportunity that is needed, where volunteers and learners all get something out of parcipang.


References


Brown, B., Hernandez, V.R. and Yolanda Villarreal, Y. (2011) ‘Connecons.’ In Shame in the Therapy Hour, by R. Dearing and J. Tangney, 355-­‐372. Washington: American Psychological Associaon.


Brown, S. (2009) Play: How it Shapes the Brain, Opens the Imaginaon and Invigorates the Soul. New York: Penguin Group.


Centre for Trust, Peace and Social Relaons, (2015) Evaluaon of the Creave English Programme. Coventry: Coventry University. Available at: hp://www.creave-­‐english.org.uk/stories/evaluaon-­‐of-­‐the-­‐creave-­‐english-­‐; programme/ (accessed 26 February 2016).


Creave English Alliance, (2015a) More Than Words: video interviews with parcipants and volunteers. Available at: hps://www.facebook.com/726398574077398/videos/1064603523590233/? video_source=pages_finch_trailer&theater (accessed 26 February 2016).


Creave English Alliance, (2015b) hp://www.creave-­‐english.org.uk/stories/community-­‐resources/ (accessed 26 February 2016).


Dinham, A., Furbey, R., and Lowndes, V., (2009) Faith in the Public Realm. Bristol: Policy Press.


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