Language and Integration of Refugee Children: Reflections on Delinking and Decoloniality

Abstract

In this contribution we illustrate and discuss the decolonial approach adopted in a research project exploring the potential of including in education a language spoken by children and families from refugee backgrounds. The international project team from Palestine and the UK collaboratively designed a bespoke Levantine Arabic language course for beginners tailored to the needs identified by primary school staff, Arabic speaking pupils from refugee backgrounds, and their parents/carers. The course was offered to primary school staff in Scotland, enabling them to offer “linguistic hospitality” (Phipps, 2012) to Arabic speaking pupils and families. By delinking common assumptions and norms about language teaching/learning, the project strived to change the terms and the content of the conversation, unlocking possibilities for thinking and doing otherwise (Mignolo, 2007, 2018). In particular, the study questioned: who should be learning a language in an educational context; the teaching of the standard version of a language; expectations of expertise in educational settings; and the knowledge flow in international research with partners in Global South countries.