Abstract Title
Identity and Investment in Language Learning Among Young Adult Refugees with Interrupted Schooling
Abstract
Many refugees, before resettlement, have had interrupted formal schooling because they did not have access to education for several years, complicating the process of second language acquisition. Research on adult immigrants learning English as a second language suggests that changes in identity and investment play an important role in the language acquisition process. Much less is known about young adult refugees learning English in universities, especially those with interrupted formal schooling. How do such interruptions in education impact their identities in their new receiving communities, especially because these students chose to go to college? How have their investments in education and language learning changed? This study uses a case study methodology to answer these questions about identity and investment in language learning of young adult refugee language learners with interrupted formal schooling. Methods of data collection consist of interviews with refugee students and collection of writing samples. This research has important implications for future investigations of different refugee populations, as well as, language teacher preparation and language or refugee resettlement policy.
Identity and Investment in Language Learning Among Young Adult Refugees with Interrupted Schooling
Many refugees, before resettlement, have had interrupted formal schooling because they did not have access to education for several years, complicating the process of second language acquisition. Research on adult immigrants learning English as a second language suggests that changes in identity and investment play an important role in the language acquisition process. Much less is known about young adult refugees learning English in universities, especially those with interrupted formal schooling. How do such interruptions in education impact their identities in their new receiving communities, especially because these students chose to go to college? How have their investments in education and language learning changed? This study uses a case study methodology to answer these questions about identity and investment in language learning of young adult refugee language learners with interrupted formal schooling. Methods of data collection consist of interviews with refugee students and collection of writing samples. This research has important implications for future investigations of different refugee populations, as well as, language teacher preparation and language or refugee resettlement policy.