scholarly journals ‘It’s Like You Are Trapped in a Small Place’: Language Skill Acquisition and Settlement Outcomes of Ageing Cambodian Refugees

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Shamette Hepburn
Keyword(s):  
Skill Acquisition ◽  
English Language ◽  
Language Education ◽  
Community Dwelling ◽  
Language Skill ◽  
Language Training ◽  
Esl Programs ◽  
Form Part ◽  
And Migration ◽  
Migration Regimes

Language skill acquisition is one of the main challenges encountered by refugees and immigrants entering and transitioning to a new society. In Canada, adult newcomers’ language education is primarily tasked to English as a Second Language (ESL) programs. These programs aim to provide English language training, preparation for the labour market and integration into Canadian society. This paper presents findings of a larger qualitative study that explored the experiences of 15 community-dwelling Cambodian Canadians (aged 55 and older) in northwest Toronto. Drawing on critical transnationalism and postcolonialism, it examines Cambodian Canadians’ reflections on their language skill acquisition and integration vis-à-vis the education and migration regimes which form part of the resettlement bureaucracy supporting these activities and processes. Decades after participating in language education programs, ageing Cambodian Canadians’ narratives reveal that inadequate resources and support have resulted in lower than desired language skill acquisition and differential inclusion within their communities.

scholarly journals Language Education for Forced Migrants: Governance and Approach

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 74
Author(s):  
Chick ◽  
Hannagan-Lewis
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Policy And Practice ◽  
Policy Makers ◽  
Barriers To Education ◽  
Language Classes ◽  
Speakers Of Other Languages ◽  
And Migration

: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons’ Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.

scholarly journals English Language Training for Local Community in the Tourism Site of Karang Talun Mangrove Forest, Cilacap, Central Java

2021 ◽  
Vol 1 ◽  
pp. 215-222
Author(s):  
Betti Widianingsih ◽  
Dodi Satriawan ◽  
Fadhillah Hazrina ◽  
Novita Asma Ilahi ◽  
Riyani Prima Dewi ◽  
...  
Keyword(s):  
Mangrove Forest ◽  
English Language ◽  
Local Community ◽  
Theory And Practice ◽  
Language Skill ◽  
Learning Activity ◽  
Language Training ◽  
New Normal ◽  
Central Java ◽  
Post Test

Mangrove Forest which is located at Karang Talun village, Tritih Kulon sub-district, North Cilacap, Central Java has a various potentials to develop. Its development can be conducted by utilizing local community for participating to improve with mastery of English language. Thus, it is necessary to conduct empowerment of local community through English language training to create qualified ones who can support in tourism field. The purpose of this training is to improve their English language skill and increase their economy and be able to survive by being local tour guide in the New Normal. There were 15 participants consist of traders and some employees who work in Mangrove forest. It was conducted for three days and used some methods, namely preaching method i.e, giving theory and practice learning on each unit of learning and drilling and repetition method. In addition, they were given pre test and post test to evaluate each participant’s skill. From the result, the participant’s skill in pronunciation, vocabulary and practicing dialogue has improved, but it still needs more practices. Drilling and repetition method in learning activity has been success to be applied for participants

Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants’ skills

2014 ◽  
Vol 11 (2) ◽  
pp. 171-186 ◽  
Author(s):  
Magdalena Nowicka
Keyword(s):  
Labour Market ◽  
Skill Acquisition ◽  
Host Country ◽  
Social Inequalities ◽  
Country Of Origin ◽  
Migration Process ◽  
Dominant Culture ◽  
And Migration ◽  
The Uk ◽  
Migration Regimes

Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad. Migration scholars convincingly demonstrate how migrants actively circumvent national requirements to fit into the dominant culture of the society of residence while preserving their own identities. Yet, without exception, social inequalities research exclusively addresses the integration of migrants into the receiving context, taking skills as a fixed attribute migrants simply ‘bring with them’. I argue that the context of origin of migrants for skill acquisition and validation during the migration process needs to be considered as well. The way skills are defined, acquired and valorised in the country of origin has an influence on how migrants mobilise them in the receiving society and on how they perceive their chances for negotiating strong positions in the labour market of the host country. The article draws on a study of Polish migrants to the UK with secondary and tertiary educational certificates who work in routine or semi-routine occupations.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

scholarly journals Investigating Indonesian EFL learners’ knowledge and use of English causative constructions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David Wijaya ◽  
Evelyn Winstin
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Language Education ◽  
Study Data ◽  
Sentence Completion ◽  
Efl Learners ◽  
Causative Constructions ◽  
Functional Aspects ◽  
Improve Instruction ◽  
Causative Construction

Abstract This paper explored Indonesian EFL learners’ explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed.

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context

2021 ◽  
pp. 074171362199151
Author(s):  
Ekaterina Tour ◽  
Edwin Creely ◽  
Peter Waterhouse
Keyword(s):  
Black Hole ◽  
Professional Learning ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Ethnographic Study ◽  
Digital Literacies ◽  
Strength Based ◽  
Approach To Teaching ◽  
Teachers Perspectives

A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

Sign in / Sign up

Export Citation Format

Share Document