Strategies for Building Social Connection through English: Challenges for Immigrants and Implications for Teaching English as a Second Language

Autor/inn/en	Taylor-Leech, Kerry; Yates, Lynda
Titel	Strategies for Building Social Connection through English: Challenges for Immigrants and Implications for Teaching English as a Second Language
Quelle	In: Australian Review of Applied Linguistics, 35 (2012) 2, S.138-155 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Speech Communication; Learning Strategies; Ethnography; Immigrants; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Longitudinal Studies; Adult Students; Language Usage; Interpersonal Communication; Individual Differences; Language Proficiency; Australia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ethnografie; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sprachgebrauch; Interpersonale Kommunikation; Individueller Unterschied; Language skill; Language skills; Sprachkompetenz; Australien
Abstract	This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies,we consider participants' use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with English speakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background. (Contains 3 endnotes and 1 figure.) (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10