Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility

International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews. The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism and polylingualism) and discourse analysis, centering on deictics, indexical signs and reported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students’ linguistic resources.

The Use of Information and Communication Technology Among Older Immigrants in Need of Home Care: a Systematic Literature Review

Better home care and home care technologies are no longer requested solely by nonimmigrant older adults but also by members of the fast-growing older adult immigrant population. However, limited attention has been given to this issue, or to the use of technology in meeting the needs of aging populations. The objective of this review is to map existing knowledge of older adult immigrants' use of information and communication technologies for home care service published in scientific literature from 2014 to 2020. Twelve studies met the established eligibility criteria in a systematic literature search. The results showed older adult immigrants faced similar barriers, which were independent of their ethnic backgrounds but related to their backgrounds as immigrants including lower socioeconomic status, low language proficiency, and comparatively lower levels of social inclusion. Technology use could be facilitated if older adult immigrants received culturally-tailored products and support from family members and from society. The results imply that the included studies do not address or integrate cultural preferences in the development of information and communication technology for home care services. Caregivers might provide an opportunity to bridge gaps between older immigrants' cultural preferences and technology design. This specific research field would also benefit from greater interest in the development of novel methodologies.

Adult English Language Learner Pathway to Literacy Initiative

In 2017, Kari Moore of Exodus Refugee Immigration and Ginger Kosobucki of the Immigrant Welcome Center met and discussed the unique needs Kari had noticed in her beginning literacy learners at Exodus. In 2018, Ginger led the Immigrant Welcome Center’s Adult ELL Research Project, which exposed the need for more classes geared for literacy-level learners, as well as more teacher training. In 2020, Kari and Ginger collaborated to lead professional development opportunities for Indianapolis teachers, including ATLAS Study Circles and a 2-day TESOL training with an expert from Literacy Minnesota. Since that time, they have formed a cohort -- the Pathway to Literacy development team -- consisting of teachers from programs around the city. The team has developed a 10-week pilot program, an assessment tool, and a website all designed to more effectively serve the needs of adult immigrants and refugees developing literacy skills for the first time. The Adult ELL Pathway to Literacy Initiative, a collaborative effort among educators in Indianapolis, is an attempt to provide access to vulnerable learners who have had limited access to educational opportunities.

The "school of life" : differences in U.S. and Canadian settlement policies and their effect on individual immigrants' experience

A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as an example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and resources as well as their language acquisition. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas American-based particpants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.

The "school of life" : differences in U.S. and Canadian settlement policies and their effect on individual immigrants' experience

A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as an example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and resources as well as their language acquisition. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas American-based particpants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.

“This is Not My World”. Essential Support Strategies for Newly Arrived Adult Immigrants Learning Swedish

Summary In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively.

Invandrarnas yrkesutbildning och sysselsättning i Finland

In Finland, immigration has increased in recent decades. An equal quality of life and position for immigrants is a vocational and social challenge. In our article, we examine the challenges adult immigrants face in Finland regarding the recognition of professional qualifications, skills and employment and their children's access to education. As a result, we have two different points of view: adults in working life and young people in school transitions. The research materials were collected through interviews and surveys. The results suggest that adult immigrants usually have their skills recognised in the labour market only when the person obtains an overlapping or supplementary vocational training in Finland. Adolescents’ school transitions are tied to at least three types of factors: the young people themselves, issues related to the community, and services offered by society. The authorities reiterated the importance of language skills, the motivation, and community services, while the young people promoted the social community: the importance of friends and families. The results highlight the importance of cooperation between the authorities, homes and young people so that young people can receive support at special stages in their lives.