Literaturnachweis - Detailanzeige
Autor/inn/en | Thüne, Eva-Maria; Brizic, Katharina |
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Titel | Voices Heard. Autobiographical Accounts of Language Learning after Forced Migration |
Quelle | In: Language and Education, 36 (2022) 5, S.404-418 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
DOI | 10.1080/09500782.2022.2088239 |
Schlagwörter | Immigrants; Refugees; Second Language Learning; Autobiographies; English (Second Language); Children; Second Language Instruction; Sociolinguistics; Student Attitudes; Language Teachers; Teacher Education Programs; Foreign Countries; European History; Jews; Death; Interviews; Adolescents; Recall (Psychology); Teacher Student Relationship; Trauma; Multilingualism; Germany; United Kingdom; Austria Immigrant; Immigrantin; Immigranten; Flüchtling; Zweitsprachenerwerb; Autobiography; Autobiografie; Autobiographie; English as second language; English; Second Language; Englisch als Zweitsprache; Child; Kind; Kinder; Fremdsprachenunterricht; Soziolinguistik; Schülerverhalten; Language teacher; Sprachunterricht; Ausland; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Interviewing; Interviewtechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Abberufung; Teacher student relationships; Lehrer-Schüler-Beziehung; Mehrsprachigkeit; Multilingualismus; Deutschland; Großbritannien; Österreich |
Abstract | Learning a new language after forced migration has hardly ever been studied from the perspective of children. Their viewpoint, however, gets even more important, if we want to understand the lifelong consequences of their early experiences. With this aim, we use autobiographical accounts of persons who were rescued from Nazi Germany and brought to Great Britain in 1938 by an operation known as Kindertransport. The Kindertransportees' memories of learning English are precious also with regard to the 21st century, where the share of minors in forced migration is steadily increasing, and where language teachers are struggling with the task of successfully teaching the newly arrived students. Our contribution aims to inform teacher education by building on the sociolinguistic concept of Voice, and exemplifying what a favourable context for language learning might look like in times of increasing forced migration. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |