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Relating to the host community: Adult refugees learning English
Relating to the host community: Adult refugees learning English
Ethnographic study of the motivational role of goal-setting Fieldwork
Ethnographic study of the motivational role of goal-setting Fieldwork
Language and Integration: Relatedness
Language and Integration: Relatedness
English Language Provision
English Language Provision
English class
English class
Case study: Nicolae Yenko*
Case study: Nicolae Yenko*
Nicolaes arrival in class (Sept)
Nicolaes arrival in class (Sept)
Refugees in the classroom
Refugees in the classroom
Nicolae: settling in (Oct >)
Nicolae: settling in (Oct >)
Nicolaes teacher: comments
Nicolaes teacher: comments
Dont like coming to school for learning []
Dont like coming to school for learning []
Next level, January >
Next level, January >
Progress, control, motivation
Progress, control, motivation
Conclusions
Conclusions

: Relating to the host community: Adult refugees learning English. : Administrator. : Relating to the host community: Adult refugees learning English.ppt. zip-: 65 .

Relating to the host community: Adult refugees learning English

Relating to the host community: Adult refugees learning English.ppt
1 Relating to the host community: Adult refugees learning English

Relating to the host community: Adult refugees learning English

24th September 2007

2 Ethnographic study of the motivational role of goal-setting Fieldwork

Ethnographic study of the motivational role of goal-setting Fieldwork

for Ph.D. in Applied Linguistics, CLCS, TCD (funded by the IRCHSS) Multiple methods of data collection including: Participation observation (overt, 12 months) at Integrate Ireland Language and Training, Dublin Tracked 13 adult students learning English (2003-2004)

24th September 2007

3 Language and Integration: Relatedness

Language and Integration: Relatedness

Self-Determination Theory (Deci & Ryan) Motivation & personality Self-determined behaviour = self-governing, acts freely & in accordance with own will 3 basic psychological needs: autonomy; competence; relatedness Importance of social environment sense of self and world around

24th September 2007

4 English Language Provision

English Language Provision

Integrate Ireland Language and Training: Government-designated body responsible for coordinating ESL provision for refugees Many functions, including full-time General English classes for adult refugees All refugees in Ireland have access to General English classes 30 hours/week, 20 contact hours.

24th September 2007

5 English class

English class

Small classes, learner-centred European Language Portfolio (Milestone version) Curriculum generated by learners needs International, multicultural class

24th September 2007

6 Case study: Nicolae Yenko*

Case study: Nicolae Yenko*

Moldovan, born 1973. Married, one child. Construction worker, completed secondary education/3 years of technical college. Worked in France previously. Speaks Moldovan (Romanian), Russian, French. English language proficiency A1 CEFR (beginner).

24th September 2007

7 Nicolaes arrival in class (Sept)

Nicolaes arrival in class (Sept)

First few weeks: reserved and a bit moody Sent warning letter about attendance, wk 1 Told class he had been stopped and searched by police at airport Didnt appear to like Ireland:

For some, Irish people is difficult, for me is very difficult

I dont too much like this country, you know, the cold. I prefer to live in France. Very good country, for me, because I know the language

24th September 2007

8 Refugees in the classroom

Refugees in the classroom

Variety of educational backgrounds, language needs Turmoil, frustration, distress, homesickness, culture shock Asylum process, finding accommodation, negotiating health service, transport Vulnerability: risk of depression, low self-esteem, negative behavioural patterns

24th September 2007

9 Nicolae: settling in (Oct >)

Nicolae: settling in (Oct >)

opened up incredibly over past weeks no problem speaking out [] now that he understands how the system works: Small groups, pair work Targets selected weekly, review on Friday Individual learning agenda via Portfolio Nicolae frequently on how he appreciated the democracy of the classroom

24th September 2007

10 Nicolaes teacher: comments

Nicolaes teacher: comments

Got into the mood and started joining in more.

I thought, six months in the system and out there working. I would have thought at the beginning, ok, hes a linguist, he speaks what five languages, he just needs a bit of orientation, or a bit of breathing space as he sorts out his other stuff, and hell be out of here in six months.

He just seemshes highly motivated, he came in, he seemed to be halfway on the road already

24th September 2007

11 Dont like coming to school for learning []

Dont like coming to school for learning []

If you dont want to stay in home and cant work, then is good

Dont like English because it is hard [] but is very important [] this is first language in the world, very important. If you come living here []

24th September 2007

12 Next level, January >

Next level, January >

Nicolaes new goals: For me personally, I want to learn two targets, about construction and new words from Driving Theory Test to get Driver Licence

New teacher talking: Nicolaes attitude to his English [] is similar to his attitude to anything he does: he wants to do a good job. He enjoys making connections between his existing linguistic knowledge and new information encountered.

24th September 2007

13 Progress, control, motivation

Progress, control, motivation

I can choose what target I want to learn Is not easy to choose targets because many students have different idea about this I make myself more motivated when I learn what I want

Nicolae has strong reading, comprehension and communication skills. He completes class tasks with determination and will always clarify anything he doesnt understand. He is an intelligent student and a pleasure to have in class. Small grammatical errors hamper written and spoken production, as I think communication is perceived as more important than accuracy.

24th September 2007

14 Conclusions

Conclusions

Self-determined behaviour discernible Risk of negative behavioural patterns Role of classroom Participation, goal-setting, democracy Relatedness, integration, combatting racism Nicolae: from manifest boredom/poor attendance to motivated, self-directed learning, personal goals.

24th September 2007

Relating to the host community: Adult refugees learning English
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