Language Learning through an Intersectional Lens: Gender, Migrant Status, and Gain in Symbolic Capital for Syrian Refugee Women in Turkey

Autor/inn/en	Rottmann, Susan Beth; Nimer, Maissam
Titel	Language Learning through an Intersectional Lens: Gender, Migrant Status, and Gain in Symbolic Capital for Syrian Refugee Women in Turkey
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 40 (2021) 1, S.67-85 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rottmann, Susan Beth) ORCID (Nimer, Maissam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2020-0035
Schlagwörter	Turkish; Second Language Learning; Sex Role; Females; Refugees; Power Structure; Family Environment; Classroom Environment; Shyness; Sense of Community; Neighborhoods; Socialization; Social Capital; Social Influences; Cultural Context; Personal Autonomy; Self Esteem; Foreign Countries; Syria; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Türkisch; Zweitsprachenerwerb; Geschlechterrolle; Weibliches Geschlecht; Flüchtling; Familienmilieu; Klassenklima; Unterrichtsklima; Schüchternheit; Neighbourhoods; Nachbarschaft; Socialisation; Sozialisation; Sozialkapital; Sozialer Einfluss; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Ausland; Syrien
Abstract	This paper sheds light on Syrian refugee women's negotiation strategies in language learning classrooms and in their broader social contexts from an intersectional perspective. Drawing on in-depth interviews and focus groups complemented by participatory observation in language classes, we use a post-structuralist approach to examine gendered language socialization. Our research combines an intersectional framework and a Bourdieusian perspective on symbolic capital to show how women perform gender and negotiate their roles in classrooms, within families and vis-à-vis the host society. The findings demonstrate that being a woman and a migrant presents particular challenges in learning language. At the same time, learning language allows for the re-negotiation of gender relations and power dynamics. We find that gender structures women's access to linguistic resources and interactional opportunities as they perform language under social pressure to conform to prescribed roles as mothers, wives and virtuous, and shy women. Yet, these roles are not static: gender roles are also reconstituted in the process of language learning and gaining symbolic capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01