Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning
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’.

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Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning
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’.

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Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning

Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning

by Sarah Cox
Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning
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Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning

Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning

by Sarah Cox

Overview

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’.

Product Details

ISBN-13: 9781800414594
Publisher: Channel View Publications
Publication date: 11/14/2023
Series: Researching Multilingually , #8
Pages: 256
Product dimensions: 6.15(w) x 9.20(h) x 0.50(d)

About the Author

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.

Table of Contents

Figures

Acknowledgements

Abbreviations

Foreword

Prologue           

Introduction      

Part 1: Contextualising the Research 

Chapter 1. The Policy Context    

Chapter 2.  Establishing an Ecological, Multilingual Framework

Chapter 3.  Implementing a Decolonising Approach

Chapter 4.  Wales and Germany

Part 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in Scotland

Chapter 5. Learning a Language is Hard Work     

Chapter 5½. Uncovering Three Ecologies

Part 3: Towards an 'Ecologising' of Language Learning

Chapter 6. Ecology 1: Relationships        

Chapter 7. Ecology 2: Place

Chapter 8. Ecology 3: Language and 'Languaging'

Chapter 9.  Conclusions and Recommendations

References

Index

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