Meeting the Needs of Reunited Refugee Families

An Ecological, Multilingual Approach to Language Learning

AvSarah Cox

Häftad, Engelska, 2023

Del 8 i serien Researching Multilingually

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Beskrivning

This book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality, provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.

Produktinformation

Utgivningsdatum:2023-11-14
Mått:156 x 234 x 13 mm
Vikt:360 g
Format:Häftad
Språk:Engelska
Serie:Researching Multilingually
Antal sidor:229
Förlag:Multilingual Matters
ISBN:9781800414594

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Mer om författaren

Sarah Cox is a Research Fellow at The Open University, UK and an Affiliate Researcher at the University of Glasgow, UK. She has over 20 years’ experience working in English language teaching in the UK and abroad and has worked in the third sector managing ESOL provision for New Scots in Glasgow for 16 years. She holds a PhD in Education which she completed with the UNESCO Chair Refugee Integration through Languages and the Arts at the University of Glasgow.

Recensioner i media

Sarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner.

Innehållsförteckning

FiguresAcknowledgementsAbbreviationsForewordPrologue Introduction Part 1: Contextualising the Research Chapter 1. The Policy Context Chapter 2. Establishing an Ecological, Multilingual FrameworkChapter 3. Implementing a Decolonising ApproachChapter 4. Wales and GermanyPart 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in ScotlandChapter 5. Learning a Language is Hard Work Chapter 5½. Uncovering Three EcologiesPart 3: Towards an 'Ecologising' of Language LearningChapter 6. Ecology 1: Relationships Chapter 7. Ecology 2: PlaceChapter 8. Ecology 3: Language and 'Languaging'Chapter 9. Conclusions and RecommendationsReferencesIndex