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Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students
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Investigating scaffolding strategies for promoting reasoning-based, collaborative discourse with linguistically diverse learners in the mainstream classroom
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Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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The impact of college students’ motivational orientations and the social dimension of emotional intelligence in their willingness to study abroad
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In: Scholarship and Professional Work - LAS (2019)
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Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives
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A Validation Program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A Measure of Adolescents' Motivation Toward Writing
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2019)
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Fingerspelling and the Appropriation of Language: The Shifting Stakes of a Practice of Signs
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In: ISSN: 0302-1475 ; Sign Language Studies ; https://hal.archives-ouvertes.fr/hal-02914447 ; Sign Language Studies, Gallaudet University Press, 2019, 19 (4), pp.565-605. ⟨10.1353/sls.2019.0011⟩ (2019)
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From Gesture to Sign: Sign Language Dictionaries and the Invention of a Language
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In: ISSN: 0302-1475 ; Sign Language Studies ; https://hal.archives-ouvertes.fr/hal-02914444 ; Sign Language Studies, Gallaudet University Press, 2019, 20 (1), pp.41-82. ⟨10.1353/sls.2019.0014⟩ (2019)
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Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre
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In: Erdocia, Iker orcid:0000-0003-2459-1346 (2019) Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20 (3). pp. 284-308. ISSN 1466-4208 (2019)
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Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language
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Ní Aogáin, Sylvaine. - : Dublin City University. School of Language, Literacy, & Early Childhood Education, 2019
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In: Ní Aogáin, Sylvaine (2019) Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language. PhD thesis, Dublin City University. (2019)
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Let's talk! An interactive intervention to support children language development
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In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
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“Céad Míle Fáilte”? Parental involvement: the varied experiences of immigrant parents in Irish primary schools
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Horan, Anne. - : Dublin City University. School of Human Development, 2019
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In: Horan, Anne (2019) “Céad Míle Fáilte”? Parental involvement: the varied experiences of immigrant parents in Irish primary schools. Other thesis, Dublin City University. (2019)
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Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland
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In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education, 25 (1). pp. 22-39. ISSN 1360-3116 (2019)
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Abstract:
This paper describes a research project investigating language and intercultural support for adult Syrian refugees in Ireland under the Irish Refugee Protection Programme (IRPP). Learning the language of the host community has been identified as a crucial factor in resettlement satisfaction for adult refugees, with particular difficulties reported in relation to older refugees, women, and those with low levels of literacy. This paper focuses on the voices of twenty-six adult Syrian refugees concerning their ongoing acquisition of English and interactions with members of the local community in the one to two years since their arrival, exploring their views regarding the importance of learning English and their perceptions of what constitutes both useful language learning supports and particular challenges for them. Findings point to the importance of language acquisition for adult refugees not only in relation to their prospects for employment, social interaction, and access to accurate information but also in relation to their sense of personal well-being, dignity and autonomy. The research highlights the need for a flexible approach to language learning and teaching in this context, utilizing a range of technological and bilingual supports, which respond to the particular circumstances, complex needs and previous learning experiences of the learners.
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Keyword:
Education; ESOL; integration; intercultural support; Language; language learning; Multiculturalism; refugees; resettlement
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URL: http://doras.dcu.ie/23894/
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Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland
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In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland. In: Mishan, Freda, (ed.) ESOL Provision in the UK and Ireland: Challenges and Opportunities. Language, Migration and Identity, 2 . Peter Lang Ltd, Oxford, UK. ISBN 978-1-78874-373-0 (2019)
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Chinese writing composition among CFL learners: a comparison between handwriting and typewriting
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In: Zhang, Qi orcid:0000-0002-1061-4036 and Min, Ge (2019) Chinese writing composition among CFL learners: a comparison between handwriting and typewriting. Computers and Composition, 54 . ISSN 8755-4615 (2019)
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