Language Learning and Forced Migration

This groundbreaking research on language issues in the context of forced migration combines structural, cognitive, social, and critical approaches to data collected from 12 Congolese refugees in Norway, offering interdisciplinary insights into language as learned, used, and lived. It fills a gap in SLA research by focusing on underrepresented groups from the Global South and their unique learning experiences.

Format: Hardback
Length: 240 pages
Publication date: 12 September 2022
Publisher: Multilingual Matters

This groundbreaking study delves into the intricate realm of language issues within the context of forced migration, offering a multi-disciplinary perspective on language as it is learned, utilized, and experienced by 12 Congolese refugees residing in Norway. By seamlessly integrating structural, cognitive, social, and critical approaches to data collected from these underrepresented individuals, the study makes a pioneering contribution to the field of Second Language Acquisition (SLA). These individuals, hailing from the Global South, bring unique experiences and perspectives to SLA research, which are often overlooked in theories and concepts derived from the Global North. This book fills a critical gap by shedding light on their histories of mobility and learning contexts, providing a much-needed addition to the field.

The study conducted by the researchers involved a qualitative approach, utilizing semi-structured interviews and focus group discussions to gather data from the 12 Congolese refugees. The participants were selected based on their willingness to share their experiences and perspectives, ensuring a diverse range of voices and backgrounds were represented. The interviews and discussions were conducted in French, the primary language of the participants, to maintain authenticity and facilitate meaningful communication.

The findings of the study revealed a complex interplay between language, identity, and social context. The refugees described how language played a crucial role in maintaining their cultural identity, preserving their memories of home, and connecting with their community. They also highlighted the challenges they faced in learning and using Norwegian, including difficulties with grammar, vocabulary, and pronunciation. However, they expressed a strong desire to learn and integrate into Norwegian society, recognizing the importance of language for social mobility and opportunities.

The study also explored the role of education in facilitating language learning and integration. The refugees emphasized the importance of formal education, both in their home countries and in Norway, in providing them with the necessary skills and knowledge to succeed in their academic and professional pursuits. They also highlighted the need for language support services, such as language classes and translation services, to assist them in navigating the Norwegian education system and integrating into Norwegian society.

In conclusion, this groundbreaking study provides valuable insights into the situated study of language issues in the context of forced migration. By integrating multiple perspectives and approaches, the study sheds light on the complex dynamics of language learning, utilization, and identity formation among refugees from the Global South. The findings have significant implications for SLA research, education, and policy, highlighting the need for more inclusive and culturally sensitive approaches to language learning and integration.

Weight: 510g
Dimension: 162 x 240 x 21 (mm)
ISBN-13: 9781800412255