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Journal articles on the topic "Adult migrant learners":
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Grima, Antoinette Camilleri, and Jacqueline Żammit. "acquisition of verbal tense and aspect in Maltese by adult migrants." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 149–67. http://dx.doi.org/10.1558/jmtp.13426.
This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and three others had learned Arabic as an L2, while the remaining learners spoke a variety of first languages. On a picture interpretation task, L1 speakers of Arabic performed very much like Maltese L1 speakers, predominantly using the perfett, perfective aspect in the past. All the other migrant learners, including those who had learned Arabic well as an L2, used the imperfett, imperfective/unrestricted habitual aspect. This evidence has important implications for the formulation of pedagogical grammar for foreign learners of Maltese. It also sheds light on the relevance of language typology in foreign language acquisition.
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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Jeong, Hara, and Yanghee Joo. "A Case Study on Migrant Women’s Participation in Online Higher Education." Korean Society of Culture and Convergence 44, no. 8 (August 31, 2022): 427–43. http://dx.doi.org/10.33645/cnc.2022.8.44.8.427.
The study aims to examine the academic experience of adult Korean learners in the digital space and derive the implications of Korean language education for them. In this study, it was intended to examine the motivation and academic performance of married migrant women to enter Korea National Open University. This study conducted a case study by collecting in-depth interview data of migrant women from China and Vietnam with diverse majors and learning trajectory as participants. Based on the collected data, the educational implications needed for adult learners to receive online higher education are as follows: first, close cooperation with related institutions to expand the influx of online higher education institutions; second, strengthening support for adaptation to the first semester after admission; third, promoting interaction among multicultural learners within the campus; and fourth, providing support needed for Korean language education focused on writing as basic learning capability support.
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Wang, Chun Lin. "The Value of use Modern Means of Information Technology in Rural Adult Education and Training." Advanced Materials Research 694-697 (May 2013): 3671–74. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.3671.
Chinese government increases emphasis on adult rural education and training in areas, but the way of education and training is traditional. The use of modern means of information technology in rural adult education and training can be an effective solution to solve drawback of the mobility of migrant rural adult work and long working hours. It can promote the exchange between teachers and students, adult rural learners each other. Its rich contents meet the needs of the rural adult learning. And multimedia learning resources will help rural adult learners to enhance the learning passion and motivation. Therefore, in the rural adult education and training the government should vigorously use modern information technology.
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Dyson, Bronwen Patricia. "The debate on form-focused instruction." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 59–77. http://dx.doi.org/10.1075/aral.19.2.04dys.
An interest in investigating the effect of instruction on interlanguage development prompted me to conduct a study on a small group of adult migrant learners of English. As a first step, the learners were assessed for their stage of syntactic development. This assessment showed that a structure-do-fronted questions – had not been acquired by some of the learners but was one for which they were syntactically ready. Because questioning is an important and complex speech act, the learners were then given instruction which focused their attention on do-fronting. The follow-up assessment indicated that instruction can be successful because the learners acquired do-fronting. The study supports the claim that form-focused instruction can make a difference. It also lends weight to Pienemann’s claim that the effectiveness of instruction depends on whether a structure is learnable for an individual learner. The study shows that form-focused instruction can provide an innovative linguistic focus to communicative language teaching and give important assistance with the second language acquisition of the learners.
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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
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Reyes, Charo, Sílvia Carrasco Pons, and Laia Narciso Pedro. "Language and Social Integration in Times of Increasing Anti-Immigration Discourses." Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, no. 51 (May 6, 2021): 61–91. http://dx.doi.org/10.14422/mig.i51y2021.003.
This article analyses the structural barriers affecting the processes of linguistic integration among adult migrants and refugees by focusing on both teachers’ and learners’ experiences in the context of an EU-funded project for good practice exchange. Reflections and assumptions of language teachers for migrants and refugees from four European countries (Spain, Germany, Italy and Poland) are set against the linguistic needs and expectations of their students through the case of a Pakistani migrant woman in Barcelona. Although language training for migrants’ labour integration and participation is widely emphasized by supranational, national and regional institutions, it is not a genuine priority in most of the countries of reception. Limited training focused on issues related to language and anti-immigration and/or nationalist discourses condition well-intended initiatives from third sector organisations. Moving away from purely pedagogical factors, this article aims to contribute to locating language learning as social integration under the lens of social justice.
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Singla, Rashmi, Lydia Ejang Akora, Jasbir Panesar, and Kaisa Lindström. "CULTURAL INTEGRATION OF MIGRANT CITIZENS: A SOCIAL RESPONSIBILITY LEARNING PROJECT." Psyke & Logos 27, no. 2 (December 31, 2006): 24. http://dx.doi.org/10.7146/pl.v27i2.8320.
Artiklen handler om prakisforskning baseret på et transnationalt EU-projekt, der sigter på at forbedre »adult migrant learners’ « kompetencer for aktiv deltagelse i samfundet. Projektets formål var forbedring af de voksnes forståelse af socialt ansvar på forskellige niveauer ved at gøre dem bevidst om deres rettigheder og pligter – både som medborgere, som forældre og som enkeltpersoner. Projektets grundlæggende begrundelse er et empowerment perspektiv, set som processer hvorigennem underprivilegerede individer og socialgrupper forbedrer deres evne til at skabe, overskue, kontrollere og håndtere materielle, sociale, kulturelle og symbolske ressourcer. Uformelle læringstilgange såsom dialogiske psykosociale workshops, »creative writing workshops« og filmproduktion, blev benyttet i forskellige geografiske kontekster: en NGO i København, Danmark, en NGO i London, United Kingdom og en Folkehøjskole i Mikkeli, Finland i perioden fra 2003 til 2006. Projektet indeholdt bl.a. etablering af kontakt på tværs af etniske, uddannelsesmæssige og nationale grænser, inddragelse af »adult migrant learners’« stemmer og løbende evaluering. Artiklen diskuterer ligeledes begrænsningerne af de tidsafgrænsede projekter. På trods af forskellige dominerende fokus i de tre lande (forældre- empowerment i Danmark, forbedrede jobmuligheder og entreprenørskab i UK og forbedret social tilpasning i Finland) var det fælles aspekt i projektet, at de voksne kursister kunne reflektere over deres forståelse af deres medborgerskab i en kontekst af multikulturalisme og postmodernisme. Derudover var der fælles temaer, hvor lige muligheder, social inklusion og racisme inden for hvert land blev belyst med inddragelse af implikationerne for de voksne. Desuden belyser artiklen, hvordan videnformidling gennem transnationale konferencer førte til øget empowerment og forbedret socialt ansvar ikke kun blandt kursisterne, men også blandt de professionelle.
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Arcuri, Adriana. "IL SISTEMA “PONTI DI PAROLE”." Italiano LinguaDue 14, no. 1 (July 21, 2022): 40–48. http://dx.doi.org/10.54103/2037-3597/18152.
“Ponti di Parole” è un sistema integrato (manuali cartacei e sito di supporto) per l’apprendimento dell’Italiano destinato a migranti adulti del tutto o parzialmente analfabeti. Scopo di questo articolo è di spiegare la sua efficacia rispetto a questo particolare target. Alla base c’è un’idea di alfabetizzazione intesa non come semplice padronanza della lettoscrittura ma come competenza d’uso della lingua per la cittadinanza. L’articolo ripercorre la storia di “Ponti di Parole” e ne argomenta le scelte linguistiche e didattiche, in particolare fa riferimento all’importanza attribuita alla testualità sotto il profilo dei contenuti, e all’autonomia dei destinatari, in quanto adulti, sotto il profilo del metodo. Si descrivono inoltre alcuni recenti progetti in cui dai materiali di “Ponti di Parole” sono state ricavate applicazioni multimediali e si esplorano alcune possibili direttrici di sviluppo del sistema. A language learning tool “Ponti di parole” “Ponti di Parole” is an Italian language learning tool integrating paper manuals and supporting website, designed for adult migrant learners that are either illiterate or partially illiterate. The aim of this article is to explain its effectiveness for this particular target. “Ponti di Parole” is based on an idea of literacy that it is not limited to the command of reading and writing skills, but implies the ability of using the language for citizenship. The article retraces the story of “Ponti di Parole” and argues the linguistic and didactic choices behind it. The article focuses on the relevance “Ponti di parole” gives to textuality in its contents and to the autonomy of the learners, as adults, in its method. Recent projects are also described where materials from “Ponti di Parole” have been used for multimedia applications, and possible developments of this leaning system are explored.
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Peköz, Bayram. "Beyond Questionnaires." ITL - International Journal of Applied Linguistics 143-144 (January 1, 2004): 89–107. http://dx.doi.org/10.2143/itl.143.0.504647.
Abstract The aim of this study was to investigate language learning motivation within an educational approach. Within this framework, the present study investigated learners’ actual classroom motivation as opposed to GARDNER’s (1985) self-report motivation. Two AMES (Adult Migrant English Service) classes were observed for 11 weeks each, totalling 72 hours altogether. The observations were carried out through an observation scale designed to rate learners’ motivation. A questionnaire which was based on GARDNER’s (1985) ‘Attitude and Motivation Index’ was also administered to test Gardner’s socio-psychological approach to second language (SL) motivation. The study confirmed the hypotheses, which had predicted that there was no relationship between a) attitudes towards the target language commulllty and actual classroom motivation; and b) self-report motivation and observed classroom motivation.
Dissertations / Theses on the topic "Adult migrant learners":
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Gleeson, Margaret McDonnell, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "Language learning and life processes." THESIS_FHHSE_HUM_Gleeson_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/287.
This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group Master of Science (Hons)
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Gleeson, Margaret McDonnell. "Language learning and life processes." Thesis, View thesis View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/287.
This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group
Books on the topic "Adult migrant learners":
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Burton, Jill. Implementing the learner-centred curriculum: NCP Seminary plenary papers. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1987.
Book chapters on the topic "Adult migrant learners":
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Kopečková, Romana. "7. Segmental Acquisition in Polish Child and Adult Learners in Ireland." In Linguistic and Cultural Acquisition in a Migrant Community, edited by David Singleton, Vera Regan, and Ewelina Debaene, 134–51. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847699909-009.
Stracke, Elke, Jeremy Jones, and Nicolette Bramley. "9 Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, 155–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-010.
Skrzypek, Agnieszka. "6. The Direction of Causality in the Relationship Between Phonological Short-term Memory and L2 Lexical Knowledge: The Case of Adult Polish Learners of English in Ireland." In Linguistic and Cultural Acquisition in a Migrant Community, edited by David Singleton, Vera Regan, and Ewelina Debaene, 106–33. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847699909-008.
Fritz, Thomas, and Dilek Donat. "What migrant learners need." In The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes, edited by Jean-Claude Beacco, Hans-Jürgen Krumm, David Little, and Philia Thalgott. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110477498-021.
Gonzalves, Lisa. "Emergent Literacy Development in Adult L2 Learners." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 41–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch003.
Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political conflict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and first-time literacy - not necessarily in their first language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the first time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization.
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Gonzalves, Lisa. "Emergent Literacy Development in Adult L2 Learners." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1135–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch057.
Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political conflict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and first-time literacy - not necessarily in their first language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the first time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization.
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Hewagodage, Vineetha. "Research and Reflective Practice in the Pre-Literate ESL Classroom." In Advances in Early Childhood and K-12 Education, 243–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch012.
This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.
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Berdesi, Evgenia. "Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education, 340–82. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch016.
This case study aims to present a 36, online, beginner, intensive course of English for Speakers of Other Languages (ESOL) which addresses six young adult migrant students and is to be implemented in a non-formal educational context in Western Greece. The curriculum combines both synchronous and asynchronous distance learning principles and the presentation-practice-production (PPP) teaching method. The authentic, real-life activities integrate digital tools and aim to enable students to acquire basic English corresponding to A1-A2 levels of the common European framework of reference for languages (CEFR) to communicate effectively in simple everyday situations. Technology-enhanced language learning (TELL) principles are also employed as the learners practice individually on Google Classroom platform using simple digital tools. Finally, some reflective comments aim to highlight the strengths and weaknesses of this course and help for further improvement before its implementation.
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Peyton, Joy Kreeft, Ian Cheffy, Belma Haznedar, Katharine Miles, Fernanda Minuz, and Martha Young-Scholten. "Teaching Refugee and Immigrant Adults." In Global and Transformative Approaches Toward Linguistic Diversity, 279–97. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8985-4.ch015.
This chapter concerns adult migrants to a new country who are learning the language and literacy of the country and have limited education and literacy in their heritage language. After describing this learner population, the authors discuss trends in language education in different countries, as programs and practitioners have sought to serve them, which include a shift toward respecting and developing their heritage language. The authors describe a set of professional development modules designed to help practitioners work with this learner population, focusing on one of the modules, Bilingualism. This addresses the languages that learners speak when they come to the new countries, how practitioners can facilitate development of these languages, and the resources they need to do this. The chapter concludes with a description of an online hub with links to resources in learners' languages, which is available to educators, materials developers, learners, parents of children, and others.
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"Learner-Centred Education." In Learner-Centred Education for Adult Migrants in Europe, 18–40. BRILL, 2021. http://dx.doi.org/10.1163/9789004461529_002.
Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
