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Religion, identity and investment in adult migrants’ English language learning in the UK
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Abstract:
In this chapter, we report on the experiences of learning English and identity negotiation of 14 Syrian adult Muslim refugees, both male and female and a variety of ages, recently arrived in the UK and enrolled at an ESOL college. Drawing on a range of data sources, we explore how the Syrian informants’ religious identities acted both as a motivational factor and/or a hindrance for their investment and take-up of learning opportunities, both within and beyond the ESOL classroom. We also consider the implications of the 2017 Manchester and London terrorist attacks for the Syrians’ sense of self and the restrictive implications for their English language learning. We argue that language teachers and practitioners who are critically informed about religion and religious identity can utilise the classroom not only as a space for language learning itself, but also as a site for learners to take up identities which they perceive to be more powerful and desirable, to voice their concerns and vulnerability, feel more accepted by host communities, and, consequently, to develop their investment in language learning.
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Keyword:
L900 Others in Social studies; X900 Others in Education
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URL: http://nrl.northumbria.ac.uk/id/eprint/43786/
https://doi.org/10.1007/978-3-030-79237-4_7
http://nrl.northumbria.ac.uk/id/eprint/43786/1/AlDhaif_Hall_Naeb_Religion_identity_and_investment_in_adult_migrants_English_language_learning_in_the_UK_chapter_draft_pre_pub.pdf
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| 2 |
An ecological approach to language pedagogy, programs, and departments
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Swanson, Bridget; Levine, Glenn S.. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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| 4 |
Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ...
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse
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Performing poetry in the foreign language classroom: Pedagogical and language program considerations
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| 7 |
The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom
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In: Levine, Glenn S. (2012). The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom. L2 Journal, 4(1). doi:10.5070/L24110015. Retrieved from: http://www.escholarship.org/uc/item/8kc726zc (2012)
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Co-construction and articulation of code choice practices in foreign language classrooms
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Incomplete L1 acquisition in the immigrant situation : Yiddisch in the United States . - Linguistische Arbeiten : Incomplete L1 acquisition in the immigrant situation : Yiddisch in the United States . -
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MPI für Psycholinguistik
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