Language Learning and Forced Migration

Description

First edited volume devoted to language learning and forced migration

This pioneering piece of research on the situated study of language issues in the context of forced migration provides interdisciplinary insights into language as learned, used and lived by 12 Congolese refugees in Norway. It offers an innovative contribution to the field of SLA by bringing together structural, cognitive, social and critical approaches to data collected among the same individuals, these individuals being underrepresented within the field of SLA research as both refugees and learners whose experiences with language stem from the Global South. Their histories of mobility and their learning contexts are rarely reflected in theories and concepts from the Global North and this book thus makes a much-needed contribution to the field.

Contributors

Acknowledgements

Foreword

Chapter 1. Guri Bordal Steien and Marte Monsen: Introduction: Language Learning and Forced Migration

Part 1: Emic Perspectives and Learning Contexts

Chapter 2. Marte Monsen and Guri Bordal Steien: Women, Children, Dogs, Flowers and Men: Constructions of Norway and Investment in Norwegian Language Learning

Chapter 3: Guri Bordal Steien: 'In Uganda, We Collected Them in the Streets': On (the Absence of) the Street as a Language Learning Space

Chapter 4. Verónica Pájaro: Scripts and Texts as Technologies of Refugee Governmentality in the Norwegian Introduction Programme

Chapter 5. Marte Monsen and Marianne Eek: 'Because I Was the Only One Who Dared': Approaches to Multilingual Repertoires in Adult Language Training

Chapter 6. Marte Monsen: Resettling Literacies: The Case of Sarah and Simon

Part 2: Language Practices, Knowledge and Learning

Chapter 7. Ida Syvertsen: Syllable Structures in English Speech Produced by Multilingual Speakers with Histories of Mobility

Chapter 8. Sylvi Rørvik: Word Order in Additional Language English Spoken by Multilinguals

Chapter 9. Gunhild Tveit Randen: 'The Sound of Asking a Question': Metalanguage and Crosslinguistic Awareness in Adults Learning Norwegian as an Additional Language

Chapter 10. Bård Uri Jensen: Syntactic Complexity in Early Adult Additional Language Norwegian

Chapter 11. Marte Nordanger: A Year Goes By: A Longitudinal Study of Verb–Locative Constructions in Additional Language Norwegian

Chapter 12. Paulina Horbowicz: Pragmatic Development in Four Congolese Refugees’ Norwegian: Response to Topic Initial Elicitors and Topic Proffers

Chapter 13. Guri Bordal Steien and Marte Monsen: Conclusion: Towards a Research Agenda on Language Learning and Forced Migration

Index

Sujets

• Disciplines
• Human Rights
• Language Arts
• POLITICAL SCIENCE
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• Professional
• North-South divide
• Psycholinguistics
• Postgraduate education
• Language acquisition
• Research
• Postgraduate
• SLA
• Norwegian

Informations

• Publié par: Channel View Publications
• Date de parution: 12 septembre 2022
• Nombre de lectures: 0
• EAN13: 9781800412279
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Language Learning and Forced Migration
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Associate Professor Simone E. Pfenninger , University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 156
Language Learning and Forced Migration
Edited by
Marte Monsen and Guri Bordal Steien
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/MONSEN2255
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Monsen, Marte, editor. | Steien, Guri Bordal, editor.
Title: Language Learning and Forced Migration/Edited by Marte Monsen and Guri Bordal Steien.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: Second Language Acquisition: 156 | Includes bibliographical references and index. | Summary: "This study of language issues in the context of migration provides interdisciplinary insights into language as learned, used and lived by refugees in Norway. It offers an innovative contribution to the field of SLA by bringing together structural, cognitive, social and critical approaches to data collected among the same individuals"— Provided by publisher.
Identifiers: LCCN 2022018581 (print) | LCCN 2022018582 (ebook) | ISBN 9781800412255 (hardback) | ISBN 9781800412262 (pdf) | ISBN 9781800412279 (epub) Subjects: LCSH: Norwegian language—Acquisition—Case studies. |Norwegian language—Study and teaching—Foreign speakers—Case studies. | Second language acquisition—Case studies. | Refugees—Norway—Language—Case studies. | Congolese (Democratic Republic)—Norway—Social conditions—Case studies. | Forced migration—Case studies. | Sociolinguistics—Norway—Case studies.
Classification: LCC PD2614.85 .L36 2022 (print) | LCC PD2614.85 (ebook) | DDC 439.8/28—dc23/eng/20220615 LC record available at https://lccn.loc.gov/2022018581
LC ebook record available at https://lccn.loc.gov/2022018582
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-225-5 (hbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Marte Monsen, Guri Bordal Steien and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
Acknowledgements
Foreword
Ana Deumert
1 Introduction: Language Learning and Forced Migration
Guri Bordal Steien and Marte Monsen
Part 1: Emic Perspectives and Learning Contexts
2 Women, Children, Dogs, Flowers and Men: Constructions of Norway and Investment in Norwegian Language Learning
Marte Monsen and Guri Bordal Steien
3 ‘In Uganda, We Collected Them in the Streets’: On (the Absence of) the Street as a Language Learning Space
Guri Bordal Steien
4 Scripts and Texts as Technologies of Refugee Governmentality in the Norwegian Introduction Programme
Verónica Pájaro
5 ‘Because I Was the Only One Who Dared’: Approaches to Multilingual Repertoires in Adult Language Training
Marte Monsen and Marianne Eek
6 Resettling Literacies: The Case of Sarah and Simon
Marte Monsen
Part 2: Language Practices, Knowledge and Learning
7 Syllable Structures in English Speech Produced by Multilingual Speakers with Histories of Mobility
Ida Syvertsen
8 Word Order in Additional Language English Spoken by Multilinguals
Sylvi Rørvik
9 ‘The Sound of Asking a Question’: Metalanguage and Crosslinguistic Awareness in Adults Learning Norwegian as an Additional Language
Gunhild Tveit Randen
10 Syntactic Complexity in Early Adult Additional Language Norwegian
Bård Uri Jensen
11 A Year Goes By: A Longitudinal Study of Verb–Locative Constructions in Additional Language Norwegian
Marte Nordanger
12 Pragmatic Development in Four Congolese Refugees’ Norwegian: Response to Topic Initial Elicitors and Topic Proffers
Paulina Horbowicz
13 Conclusion: Towards a Research Agenda on Language Learning and Forced Migration
Guri Bordal Steien and Marte Monsen
Index
Contributors
Marianne Eek is an Associate Professor of Nordic Linguistics at Inland Norway University of Applied Sciences, Norway. Her research interests include multilingualism, Second Language Acquisition (SLA), literacy and numeracy.
Paulina Horbowicz is Associate Professor at the Department of Scandinavian Studies at Adam Mickiewicz University in Poznań, Poland, and Inland Norway University of Applied Sciences, Norway. Her research interests include Norwegian second language development from a usage-based and dynamic systems perspective, cognitive models of first and second language competence and conversation analysis.
Bård Uri Jensen is Associate Professor of Norwegian Linguistics at Inland Norway University of Applied Sciences, Norway. His research interests include SLA, linguistic complexity, corpus linguistics and quantitative methods.
Marte Monsen is Professor of Nordic Linguistics at Inland Norway University of Applied Sciences, Norway. Her research interests include multilingualism, SLA, literacy, language testing, academic writing and ethnography.
Marte Nordanger is currently Postdoctoral Fellow at Western Norway University of Applied Sciences, but she also holds a position as Associate Professor at Inland Norway University of Applied Sciences. Her research interests include usage-based approaches to SLA, language testing, migration tests and motivation.
Verónica Pájaro is Associate Professor of Nordic Linguistics at the Department of Nordic and Media studies, University of Agder, Norway. She is interested in issues of discourse, power and multilingualism in education and work.
Gunhild Tveit Randen is Associate Professor of Nordic Linguistics at Inland Norway University of Applied Sciences, Norway. Her research interests include multilingualism, SLA, metalinguistic awareness and language assessment.
Sylvi Rørvik is Professor of English Language at Inland Norway University of Applied Sciences, Norway. Her research interests include corpus-based studies of learner language, academic writing and contrastive linguistics.
Guri Bordal Steien is Professor of Linguistics at Inland Norway University of Applied Sciences, Norway. Her research interests include multilingualism, SLA, prosody and ethnography.
Ida Syvertsen is a PhD candidate in Applied Linguistics at Inland Norway University of Applied Sciences, Norway. Her research interests include multilingualism, English as a global language, phonetics and sociolinguistics.
Acknowledgements
First and foremost, we would like to thank the 12 participants in this research who have had the patience to tell us their stories and the openness to let us follow them in different situations of their everyday life.
We are also grateful to the International Organization for Migration (IOM) in Norway who allowed us to join them during cultural orientation in Uganda, 2019. In particular, we would like to express our gratitude to Papy Kanda-Kanda, Janvier Nzigo and William Paintsil for their feedback on our work and for interesting conversations about the situation of refugees in Norway. We would also like to thank the administration and teachers at the various learning centres across Norway attended by the participants for letting us observe classes and participating in interviews and for sharing their experiences and knowledge with us, as well as the social workers who have given us insights into their daily work with refugee resettlement. The anonymous reviewer, Alexandre Duchêne and Tommaso Milani should also be thanked for their feedback on (parts of) the project.
Finally, the book would not have been realised without funding from the Inland Norway University of Applied