Literacy, Legitimacy, and Investment in Language Learning. The Experiences of a Female Syrian Refugee in the UK

2022 ◽  
pp. 77-101
Author(s):  
Amina Al-Dhaif ◽  
Graham Hall ◽  
Rola Naeb
Keyword(s):  
Language Learning ◽  
Syrian Refugee ◽  
The Uk

Language learning through an intersectional lens: Gender, migrant status, and gain in symbolic capital for Syrian refugee women in Turkey

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Susan Beth Rottmann ◽  
Maissam Nimer
Keyword(s):  
Language Learning ◽  
Symbolic Capital ◽  
Social Contexts ◽  
Power Dynamics ◽  
Negotiation Strategies ◽  
Linguistic Resources ◽  
Syrian Refugee ◽  
Perspective Drawing ◽  
Language Classes ◽  
Learning Language

AbstractThis paper sheds light on Syrian refugee women’s negotiation strategies in language learning classrooms and in their broader social contexts from an intersectional perspective. Drawing on in-depth interviews and focus groups complemented by participatory observation in language classes, we use a post-structuralist approach to examine gendered language socialization. Our research combines an intersectional framework and a Bourdieusian perspective on symbolic capital to show how women perform gender and negotiate their roles in classrooms, within families and vis-à-vis the host society. The findings demonstrate that being a woman and a migrant presents particular challenges in learning language. At the same time, learning language allows for the re-negotiation of gender relations and power dynamics. We find that gender structures women’s access to linguistic resources and interactional opportunities as they perform language under social pressure to conform to prescribed roles as mothers, wives and virtuous, and shy women. Yet, these roles are not static: gender roles are also reconstituted in the process of language learning and gaining symbolic capital.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

The Role of Social Networking Sites for Language Learning in UK Higher Education

2014 ◽  
pp. 1745-1764
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Language Learning ◽  
Peer Review ◽  
Social Networking Sites ◽  
Language Education ◽  
Text Chat ◽  
The Uk ◽  
Uk Higher Education

This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries' (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

Immersive Education Spaces using Open Wonderland From Pedagogy through to Practice

2011 ◽  
pp. 190-205 ◽  
Author(s):  
Michael Gardner ◽  
Adela Gánem-Gutiérrez ◽  
John Scott ◽  
Bernard Horan ◽  
Vic Callaghan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Good Practice ◽  
Background Information ◽  
The Uk ◽  
Uk Higher Education

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education.

scholarly journals Narrative Framing of the Syrian Refugee Crisis in British Religious News

2019 ◽  
Vol 8 (2) ◽  
pp. 276-297
Author(s):  
Gregory Perreault ◽  
Newly Paul
Keyword(s):  
Media Coverage ◽  
Framing Theory ◽  
Syrian Refugees ◽  
Refugee Crisis ◽  
News Values ◽  
Syrian Refugee ◽  
News Organizations ◽  
The Media ◽  
The Uk ◽  
Syrian Refugee Crisis

This paper examines how religious news organizations in the UK covered the Syrian refugee crisis in Europe. Using narrative framing theory, this paper examines all coverage from 2015 and 2016 published in bbc Religion (a part of bbc News), The Muslim News, and Christian Today to examine shared and disparate narratives regarding Syrian refugees migrating to the UK. Four major frames emerged from our analysis of the media coverage in religious and mainstream publications: a humanizing frame, saviour frame, dehumanizing frame, and, redemption frame. The publications differed in their use of these frames as well as the use of sources, news values, and tone of coverage. We discuss each of these frames as well as the implications of the differing coverage.

Language learning using multimedia conferencing: the ReLaTe project

ReCALL ◽  
1998 ◽  
Vol 10 (2) ◽  
pp. 25-32 ◽  
Author(s):  
Elizabeth Matthews
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
It Services ◽  
Joint Research ◽  
Learning And Teaching ◽  
Joint Research Project ◽  
University College London ◽  
The Uk ◽  
The University ◽  
Multimedia Conferencing

The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.

scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

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