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Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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| 2 |
The emotive non-lexical expressions in Hijazi Arabic: A phono-semiotic study
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| 6 |
Lenition and fortition of /r/ in utterance-final position, an ultrasound tongue imaging study of lingual gesture timing in spontaneous speech
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| 7 |
The manuscripts of the Middle English Lay Folks’ Mass Book in context
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| 8 |
Translation as dissent and as self-representation in the works of Beppe Fenoglio
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| 9 |
Pushing the boundary: the periodisation problem in dictionaries of Old English
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| 10 |
'You and me, we're the same. You struggle with Tigrinya and I struggle with English.' An exploration of an ecological, multilingual approach to language learning with New Scots.
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Abstract:
Increased migration into Europe has placed integration and language learning for refugees at the centre of political and public discourses. Scotland’s Refugee Integration Strategy recognises the importance of linguistic diversity and academic literature also highlights the benefits of multilingual learning. However, most support for language learning for refugees is delivered monolingually, creating a gap between policy, literature, and practice. Research also indicates that women arriving in the UK through family reunion may face additional challenges with language learning. This thesis presents findings from a five-month teaching study to explore an ecological and multilingual approach to language learning within the specific context of refugee families who have recently arrived in Glasgow through the British Red Cross Family Reunion Integration Service. Using Critical Participatory Action Research and underpinned by decolonising methodology (Phipps, 2019b; Smith, 1999), the research meets the participants within their first tentative weeks in Glasgow and provides unique insights into the nature of the language learning support needed at the point of arrival and shortly afterwards. The research repositions the role of the participants and their languages by drawing on academic literature on translanguaging (Blackledge & Creese, 2010; García & Wei, 2014b) to explore mutual language learning as linguistic hospitality. This pedagogy, which I term an ‘ecologising’ of language learning, builds 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 • An increased understanding of language and ‘languaging’, drawing on linguistic repertoire, dialogical interaction and the impact of linguistic hospitality These findings combined to form an approach which participants felt ‘empowered’ them to learn and allowed for deeper exploration of how policy, practice and academic literature intersect within language learning for refugees, a topic which is unlikely to become any less significant in the coming years.
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Keyword:
PE English
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URL: http://theses.gla.ac.uk/82227/
https://theses.gla.ac.uk/82227/7/2020coxphd.pdf
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| 11 |
Factors influencing raters’ scoring decision and their rating practice development: A study of a high-stakes test in Vietnam
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| 12 |
‘Italianness’ in English-language novels: intratextual translation as a representational tool
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| 14 |
Translation and trans-scripting: Languaging practices in the city of Aθens
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| 15 |
‘Italianness’ in English-language novels: intratextual translation as a representational tool
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| 16 |
Morphological regularities and patterns in English word formation
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| 18 |
Directions of change in Cardiff English: Levelling, standardisation, or drift?
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| 19 |
Eight expert Indian teachers of English : a participatory comparative case study of teacher expertise in the Global South
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| 20 |
An investigation of EAP teachers’ views and experiences of e-learning technology
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