| 1 |
Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
|
|
|
|
In: Capstone Showcase (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
|
|
|
|
Abstract:
This qualitative exploratory study sought to understand highly educated Iraqi and Syrian refugees’ perceptions of their learning experiences during economic integration in Luxembourg. This research sought to elucidate how these new migrants learned to integrate in a country with a long tradition of migration but little exposure to Arabic-speaking groups. Further, it sought to explore participants’ experiences of what knowledge, skills, and practices they required, how these were learned, what facilitators and inhibitors they faced, and the impact of identity and religion.In-depth, semi-structured interviews were conducted with 20 refugee participants who had arrived in Luxembourg since 2015 and from 10 professionals working in refugee integration programs. Additional data were collected from critical incident questionnaires and document analysis. Several key findings emerged from interviews. First, participants reported high professional status prior to their forced migration and gratitude toward Luxembourg for its support, despite their many challenges. Second, participants identified linguistic skills, market-relevant experience, Western qualifications, and adaptability as essential for integration, which (apart from academic qualifications) were learned informally. Third, timely professional exposure was a facilitator to integration, while Luxembourg’s multilingualism, job market, work regulations, and discrimination were inhibitors. Fourth, participants reported stigma and invisibility around their refugee identity. Their religious beliefs did not influence their economic integration. This research draws four main conclusions. First, migrants navigated the impact of wars which disrupted their lives alongside an uncertain present, fraught challenges and mixed feelings. Second, while linguistic skills, relevant academic qualifications, and adaptability were important, there exists tension between the non-formal learning refugee integration ecosystem failing to account for the informal learning that new migrants required. Third, while timely professional exposure facilitates economic integration, Luxembourg’s ‘equal-for-all’ (but pragmatically restrictive) frameworks and multilingualism delay new migrants’ integration. Fourth, there is little shared understanding among stakeholders on the impact of identity and religion in economic integration. The recommendations of this study are to (1) champion timely access of migrants to the job market through intensive language training and professional exposure; (2) assess fairness of employment frameworks for non-majority groups; and (3) reflect on an inclusive, fair, and diverse national adult education strategy.
|
|
Keyword:
Adult education; Immigrants--Economic conditions; Immigrants--Education; Iraqis; Language and languages--Study and teaching; Syrians
|
|
URL: https://doi.org/10.7916/3cjz-mb08
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
|
|
|
|
In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
|
|
|
|
In: L2 Journal, vol 14, iss 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Do You Speak Translate?: Reflections on the Nature and Role of Translation
|
|
|
|
In: L2 Journal, vol 14, iss 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
|
|
|
|
In: L2 Journal, vol 14, iss 2 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
What’s Wrong with “What is your name?” > “Quel est votre nom?”:Teaching Responsible Use of MT through Discursive Competence and Metalanguage Awareness
|
|
|
|
In: L2 Journal, vol 14, iss 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
АКТУАЛЬНЫЕ ТЕНДЕНЦИИ ЦИФРОВИЗАЦИИ ИНОЯЗЫЧНОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ ... : CURRENT TRENDS IN DIGITALIZATION OF FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Adult Literacy and Life Skills Survey (ALL) 2003 ...
|
|
Statistics Norway. - : Sikt - Norwegian Agency for Shared Services in Education and Research, 2022
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
THE MAIN IMPORTANCE OF GIVING AND RECEIVING EFFECTIVE FEEDBACK ... : ОСНОВНАЯ ВАЖНОСТЬ ПРЕДОСТАВЛЕНИЯ И ПОЛУЧЕНИЯ ЭФФЕКТИВНОЙ ОБРАТНОЙ СВЯЗИ ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
ПРЕОДОЛЕНИЕ ЛИНГВОЭТНИЧЕСКОГО БАРЬЕРА ПРИ ПОМОЩИ ВНЕДРЕНИЯ ГЕЙМИФИКАЦИИ В УЧЕБНЫЙ ПРОЦЕСС ... : THE OVERCOMING OF A LINGUO-ETHNIC BARRIER BY INTEGRATING THE GAMIFICATION IN THE EDUCATIONAL PROCESS ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
