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“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
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In: Theses: Doctorates and Masters (2022)
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Adjusting the Canadian Healthcare System to Meet Newcomer Needs
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 7; Pages: 3752 (2022)
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Second Language Assessment Issues in Refugee and Migrant Children’s Integration and Education: Assessment Tools and Practices for Young Students with Refugee and Migrant Background in Greece
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In: Languages; Volume 7; Issue 2; Pages: 82 (2022)
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Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings
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In: Education Sciences; Volume 12; Issue 4; Pages: 280 (2022)
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Problems experienced by integration course participants: requirement and usage of migration advice services
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In: 3-2020 ; BAMF-Brief Analysis ; 12 (2022)
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University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
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In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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Impact of factors specific to forced migration on German language acquisition: Family constellation, health status and housing situation
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In: 4-2020 ; BAMF-Brief Analysis ; 13 (2022)
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The third wave of the IAB-BAMF-SOEP Survey of Refugees: Refugees are improving their German language skills and continue to feel welcome in Germany
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In: 1-2020 ; BAMF-Brief Analysis ; 18 (2022)
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| 9 |
I Know You Are Trying To Help Me, But …”: Complexity in Supporting Immigrant Youth and Communities Through Schooling
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In: Faculty Contributions to Books (2021)
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| 10 |
Language practices and linguistic landscapes in the Asylum camps of Paris and its suburbs: Focus on Urdu speakers
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In: Language and migration : Experience and Memory ; https://hal-inalco.archives-ouvertes.fr/hal-03211643 ; Language and migration : Experience and Memory, Esther Schor; Humphrey Tonkin, Apr 2021, Princeton, United States (2021)
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| 11 |
Revolutionary Others: Migratory Subjects and Vietnamese Radicalism in the U.S. During and After the Vietnam War
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| 12 |
Refugee Mothers’ Mental Health and Social Support Needs: A Systematic Review of Interventions for Refugee Mothers ...
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| 13 |
Young refugees in prevocational preparation classes. Who is moving on to the next step? ... : Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? ...
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Destination-language acquisition of recently arrived immigrants. Do refugees differ from other immigrants? ; Spracherwerb von Neuzuwanderern. Unterscheiden sich Geflüchtete von anderen Migranten?
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In: Journal for educational research online 13 (2021) 1, S. 128-156 (2021)
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| 15 |
Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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| 16 |
Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt?
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In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021)
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| 17 |
Language practices and linguistic landscapes in the Asylum camps of Paris and its suburbs: Focus on Urdu speakers
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In: Language and migration : Experience and Memory ; https://hal-inalco.archives-ouvertes.fr/hal-03211643 ; Language and migration : Experience and Memory, Esther Schor; Humphrey Tonkin, Apr 2021, Princeton, United States (2021)
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Abstract:
International audience ; This paper draws upon the ongoing empirical observations on the language practices and linguistic landscapes of asylum seekers in the camps of Paris and its suburbs. The fieldworks were conducted in the four different sites under the framework of the research project « Linguistic and intercultural mediations in a context of international migrations » (Liminal) funded by National Agency of Research (ANR), France. The four sites are Calais and three camps located in Paris and its suburbs. Linguistic ethnography is the principal approach employed to collect the data in such a superdiverse context. I will limit here myself on two camps, one in Paris and the other in the southern suburb of Paris, focussing mostly on the Urdu speakers from the Indian sub-continent. My point of interest is the language practices between the social workers and the asylum seekers, and to know the language biographies and repertoires of the asylum seekers from their country of origin until their arrival in France. How the languages were mobilized and what were the particularities of the linguistic representation during the entire trajectory? How are the linguistic signs conceived and how can we frame it under pragmatic approach as well as packed with ideological leanings ? What were the struggles faced by the asylum seekers in absence of interpreters and without any knowledge in French ? The main findings are that though the French language is the absolute hinderance for South Asian asylum-seekers, many voluntary organizations and in particularly England based organizations have eased somewhat the addressals by providing services of interpreters and translators. English appears to be the lingua franca between the authorities and asylum-seekers with different degrees of truncated competencies of the asylum seekers as well as the social workers of the organizations. French classes are regularly held for those asylum-seekers who have been granted a temporary residence in some of the camps. Other languages like varietes of Arabic, Berbere and languages of Africa like Soninké, Bambara, Haussa, Swahili were also found to be spoken by the social workers. Urdu appears to be the vehicular language among the different ethnicities of Pakistan and Afghanistan in order to communicate between them. Camps have the ambiance of superdiversity (Vertovec 2007) where different representations of identities and languages are mobilized and intertwined. A growing number of lexical items have emerged or invented by the asylum seekers as the « language of the migrants » which are the reproduction of the words known to them but modified phonetically representing the outer context embedded into the local context.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Afghanistan; asylum-seekers; Linguistic landscape; Paris; refugee; signage
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URL: https://hal-inalco.archives-ouvertes.fr/hal-03211643
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| 19 |
'You and me, we're the same. You struggle with Tigrinya and I struggle with English.' An exploration of an ecological, multilingual approach to language learning with New Scots. ...
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Constructing Refugee English Language Learners and the “Other” through Institutional Language Ideologies ...
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