Everyday Literacy Practices of a Former Syrian Refugee: Strengths and Struggles

Autor/in	Kaur, Tajinder
Titel	Everyday Literacy Practices of a Former Syrian Refugee: Strengths and Struggles
Quelle	In: Waikato Journal of Education, 21 (2016) 1, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Literacy; Refugees; Trauma; Family Literacy; Adult Literacy; Literacy Education; Multilingualism; Cultural Influences; Context Effect; Language Skills; English (Second Language); Second Language Learning; Victims; Foreign Countries; Ethnography; Second Language Instruction; Stress Variables; Social Media; Computer Mediated Communication; Land Settlement; Resilience (Psychology); New Zealand + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Flüchtling; Mehrsprachigkeit; Multilingualismus; Cultural influence; Kultureinfluss; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Victim; Opfer; Ausland; Ethnografie; Fremdsprachenunterricht; Soziale Medien; Computerkonferenz; Siedlungsraum; Neuseeland
Abstract	Taking a social practice view of literacy, this study examines and describes the everyday literacy practices of a recently arrived Syrian refugee to Aotearoa New Zealand. It highlights the individual, home and community literacy competencies that are often overlooked in adult literacy education. Data was collected from interviews with the participant at home including observations of literacy and multi-lingual practices. Analysis reveals key theoretical perspectives, captures how the participant's literacy practices have changed as a result of changing demands and the particular cultural and contextual aspects of their literacies. The study supports the complexity of literacy and language skills that refugees need for successful resettlement. It calls for a greater awareness of alternative understandings of literacy, challenges the often deficit views of refugees as helpless victims and advocates an inclusive approach to address problems and possibilities for learners surviving trauma. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01