This chapter discusses the concept of linguistic capabilities as an analytical tool to examine the inclusion processes for participants. The linguistic capabilities concept has been used to address barriers to the wellbeing of marginalised communities. Using the lived experiences of Syrian refugee primary school children, their families, school teachers and other key informants, the chapter explores the critical role of language as an inclusion tool in schools. It also explores the integration and resettlement of Syrian refugees in the United Kingdom. Syrian refugee parents initially struggled to support their children with homework due to their lack of English language proficiency. The chapter suggests that English is a powerful tool for the inclusion and integration of refugee and asylum seeker children in mainstream schools, as well as in the intersecting environments of the community and the wider education system. Research has shown that mobility of people internationally and the consequent diversity of national populations have impacted education systems in complex ways.

DOI: 10.4324/9780429491498-8

ISBN: 9780429491498, 9781138485204