Empowerment of Refugees by Language: Can ESL Learners Affect the Target Culture?

Autor/inn/en	Tadayon, Fereshteh; Khodi, Ali
Titel	Empowerment of Refugees by Language: Can ESL Learners Affect the Target Culture?
Quelle	In: TESL Canada Journal, 33 (2016), S.129-137 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Empowerment; Refugees; English (Second Language); Second Language Learning; Self Concept; Acculturation; Language Skill Attrition; Native Language; Personal Autonomy; Critical Thinking; Social Change; Language Maintenance; Immigrants; Correlation; Bilingualism; Cultural Background; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Akkulturation; Sprachverfall; Individuelle Autonomie; Kritisches Denken; Sozialer Wandel; Sprachpflege; Immigrant; Immigrantin; Immigranten; Korrelation; Bilingualismus; Ausland; Kanada
Abstract	Numerous studies have investigated the changing patterns of immigration, the growth of multicultural-multilingual societies, and the important role of language in identity construction. Unfortunately, the issue of identity construction is affected by a variety of factors such as language learning and acquisition underlying different contexts and cultures, whereas, to some extent, the effects of language attrition and acculturation on the target community have not received the necessary attention. This crisis is defined primarily as the changes that occur in societies as the result of the amalgamation of languages for communication. It has been clearly stated by Kramsch (2008) that language has the potential to affect speakers' minds and identities. Moreover, immigrants' liberatory autonomy can empower them to be critical thinkers in new societies (Allwright & Hanks, 2009). This raises the question of how to preserve the distinguishing features of societies from potential cultural and social changes brought about by the people who use languages other than the national language of a country. Further elaboration on the effects of language in empowering immigrants is highly recommended. In this article, given the importance of patterns of immigration underlying second language acquisition and English mainstream education, we discuss the diminishing cultural and linguistic traces of non-English-speaking immigrants as a result of the encouraged loss of their first languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01