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Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq
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Abstract:
This paper investigates the linguistic and semiotic resources that NGO coaches draw on to create safe spaces in their English language lessons for psycho-social support in refugee settings. We do so by applying the rapidly developing concept of translanguaging, using data from a multi-site linguistic ethnography study in an NGO in the Kurdistan region of Iraq. Interviews and classroom observations of six coaches were conducted in four different centres of the NGO across Erbil city. Detailed fieldnotes were recorded during the field visits and intensive observations of the translanguaging practices were made with follow-up interviews to ask about these practices. We analyse four discourse topics which are discussed through examples from the interviews and the video-recordings from the lessons. We argue that translanguaging spaces do not only create safe spaces but also generate new practices, while also providing opportunities to ensure positive identity and meaningful interaction within the English language classrooms we observed. The new practices in our data are the translanguaging practices which emerge every time the coaches and beneficiaries draw from their semiotic and linguistic repertoires. However, these were the outcome of unplanned translanguaging practices which were more often controlled by the coaches rather than the beneficiaries.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://doi.org/10.1080/01434632.2021.1899192 https://eprints.bbk.ac.uk/id/eprint/43152/ https://eprints.bbk.ac.uk/id/eprint/43152/3/43152.pdf
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143 |
Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel
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144 |
Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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145 |
On being, subject and truth in the works of Pablo Neruda and Alain Badiou
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146 |
The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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148 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual.
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La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional
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152 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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153 |
Extensive reading in an EFL classroom: impact and learners’ perceptions
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154 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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Science in exile: EAL academic literacies development of established Syrian academics
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158 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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159 |
Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies
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Hurley, Ian. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
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In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021)
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A Question of Knowledge Base
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In: L2 Journal, vol 13, iss 1 (2021)
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