Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?

This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.