Language learning, gender and education: Understanding the agency and affordances of refugee-background women with emergent literacy

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2024-05-21 DOI:10.1016/j.linged.2024.101309

Hanna Svensson

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引用次数: 0

Abstract

Forced migration can bring adults who have previously been denied formal education and print literacy into contact with highly technological and literacy dependent societies that lack the knowledge and expertise to cater to them as simultaneous learners of language and literacy. As educational disadvantages are often conditioned by gender, many of these learners are also women and mothers who may continue to have fewer opportunities to engage in education after settlement due to their gender and life roles.

This qualitative study focuses on the experiences of fourteen refugee-background women settled in Sweden and New Zealand, who had no formal education or literacy prior to displacement. Employing a Bakhtinian dialogical framework, it investigates their lived experiences in terms of agency, affordances and identity and argues that the complexity of simultaneous language and literacy acquisition is often underestimated.

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语言学习、性别与教育：了解有难民背景的妇女在新识字方面的能动性和承受能力

强迫移民会使以前被剥夺了正规教育和印刷识字能力的成年人接触到高度依赖技术和识字能力的社会，而这些社会缺乏知识和专业技能，无法满足他们同时学习语言和识字的需要。由于教育方面的劣势往往受性别制约，这些学习者中的许多人也是妇女和母亲，她们在定居后可能会因为性别和生活角色而继续减少受教育的机会。本定性研究侧重于 14 名定居在瑞典和新西兰的难民背景妇女的经历，她们在流离失所前没有接受过正规教育或识字。本研究采用巴赫金对话框架，从机构、承受能力和身份等方面调查了她们的生活经历，并认为同时学习语言和识字的复杂性往往被低估。

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.