Skip to main content

Navigating social housing tenancies: Language and cultural barriers

Project description

Significant inequalities exist within the UK housing system, many of which play out in the housing of racially marginalised groups. Ethnic minority households are disproportionately housed in the social rented sector and are more likely to live in older housing, of worse condition, in more deprived neighbourhoods, and with more overcrowding, than white households. Language and cultural barriers can limit people's ability to live well within their homes, and to access housing, health, and education services. It can also affect people's ability to fully understand their rights and responsibilities as social housing tenants. Residents that are unable to navigate housing systems or understand their tenancy are more likely to run up arrears, face serious repair problems, and generally face worse housing outcomes. With housing a key determinant of health, they are also more likely to face worst health outcomes.

This project explores the specific language and cultural challenges faced by racially diverse, non-native English speakers, in understanding and fulfilling their obligations and rights as social housing tenants; the impact of those barriers on housing, health, and other social outcomes; and how these outcomes can entrench racial inequalities. It evaluates the role of English as Secondary Language (ESOL) teaching around tenancy rights and responsibilities, to understand whether initiatives linking language skills and tenancy rights can help to reduce the barriers to housing and improve housing, health, and other social outcome disparities for racially marginalised groups in England.

Our four main research questions are:

  1. What are the specific difficulties encountered by non-native English speakers in understanding and fulfilling their obligations as tenants in social housing?
  2. What barriers do language and cultural differences pose in effectively accessing and utilizing housing services and resources?
  3. How do these barriers entrench racial inequalities relating to housing?
  4. Can ESOL teaching, linked to tenancy rights projects, improve housing and health outcomes for racialised communities in the UK?

Methodology

We will explore language and cultural barriers in social housing tenancies by using a mixed-method approach where we will:

  • Comprise evidence reviews to gather existing research and literature
  • Building partially off information sourced during the evidence review, we will organise focus groups with racially marginialised communities from across England
  • Document innovative examples of how ESOL teaching and/or support around tenancy rights and obligations can reduce barriers to services for racially marginalised groups in England
  • Develop an evidence bank that sets out up to 6-8 case studies inclusive of information on the type of activities provided; teaching methods; beneficiaries; community engagement; funding and governance; and impact

Outputs

This project aims to improve the understanding of how language and cultural barriers impact social housing residents from racialised, non-native English-speaking backgrounds, in terms of their risk of arrears, poor housing quality, disrepair, isolation, and eviction. By disseminating our findings through reports, knowledge-exchanging programmes and a policy briefing document, it is anticipated that this project will be beneficial for both policymakers, stakeholders and residents alike.

Main Image credit: English terrace houses in Exeter, Devon by spencerecclesjones on Unsplash. Free to use under the Unsplash License