“I Have Big, Big, BIG Dream!”
Realigning Instruction with the Language-Learning Needs of Adult Syrians with Refugee Experience in Canada
DOI:
https://doi.org/10.25071/1920-7336.40800Keywords:
Syrian refugees, adult language learners, language training, needs analysis, resettlement, integrationAbstract
This article reports on a study involving multiple sources of data that captured adult Syrian refugee learners’ unique language-learning needs by developing and implementing needs assessment surveys; conducting in-depth, semi-structured interviews with the learners and teachers; and analyzing the learners’ oral production. The insights gained from the analysis of direct data (the learners’ oral production) and indirect data (content analysis using NVivo 12 Plus of the learning needs reported by learners and teachers) are intended to inform the work of researchers conducting needs assessment as well as the practices that are applicable within and beyond the Canadian context of instructors and material developers working with English-language learners who are refugees.
Metrics
References
Annable, K. (2019). Manitoba nurses’ college puts mandatory English tests on hold after pushback from schools. CBC News. https://www.cbc.ca/news/canada/manitoba/nurses-college-english-tests-1.5360212
Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230290518
Benseman, J. (2014). Adult refugee learners with limited literacy: Needs and effective responses. Refuge, 30(1), 93–103. https://doi.org/10.25071/1920-7336.38606 DOI: https://doi.org/10.25071/1920-7336.38606
Block, D. (2007). Second language identities. Continuum.
Brooks-Lewis, K. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216–235. https://doi.org/10.1093/applin/amn051 DOI: https://doi.org/10.1093/applin/amn051
Carman, T. (2016, December 4). B.C. has longest waiting lists for English classes in Canada. Vancouver Sun. http://vancouversun.com/news/local-news/b-c-has-longest-waiting-lists-for-english-classes-in-canada
Ćatibušić, B., Gallagher, F., & Karazi, S. (2019). Syrian voices: An exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education, 25(1), 22–39. https://doi.org/10.1080/13603116.2019.1673957 DOI: https://doi.org/10.1080/13603116.2019.1673957
Centre for Canadian Language Benchmarks. (n.d.). On CLB. https://www.language.ca/wp-content/uploads/2019/02/CLB_NCLC_Overview-of-Competencies.pdf
Centre for Canadian Language Benchmarks. (n.d.). On PBLA. https://www.language.ca/resourcesexpertise/on-pbla/
Clifford, J., & Reisinger, D. S. (2019). Community-based language learning: A framework for educators. Georgetown University Press. DOI: https://doi.org/10.2307/j.ctv7cjw41
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge. DOI: https://doi.org/10.4324/9780203864739
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Fang, T., Neil, K., Brake, D. R., & Sapeha, H. (2018a). Issues in providing English as a second language training to refugees: Lessons from Newfoundland and Labrador. The Morning Watch: Educational and Social Analysis, 46(1– 2). https://journals.library.mun.ca/ojs/index.php/mwatch/article/viewFile/2042/1623
Fang, T., Sapeha, H., Neil, K., Jaunty-Aidamenbor, O., Persaud, D., Kocourek, P., & Osmond, T. (2018b). Retention and integration of refugees in NL. Harris Centre, Memorial University of Newfoundland. https://www.mun.ca/harriscentre/reports/FANG_ARF_16-17.pdf
Flowerdew, L. (2018). Needs analysis for the second language writing classroom. In D. D. Belcher & A. Hirvela (Eds.), The TESOL encyclopedia of English language teaching (pp. 2437–2442). John Wiley. DOI: https://doi.org/10.1002/9781118784235.eelt0523
Ghadi, N., Massing, C., Kikulwe, D., & Giesbrecht, C. J. (2019). Language and identity development among Syrian adult refugees in Canada: A Bourdieusian analysis. Journal of Contemporary Issues in Education, 14(1), 71–88. https://doi.org/10.20355/jcie29358 DOI: https://doi.org/10.20355/jcie29358
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067 DOI: https://doi.org/10.1017/S0261444812000067
Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. British Council ELT Research Paper 13-01. British Council.
Houle, R. (2019, February 2). Results from the 2016 census: Syrian refugees who resettled in Canada in 2015 and 2016. Statistics Canada. https://www150.statcan.gc.ca/n1/en/catalogue/75-006-X201900100001
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30, 461–473. https://doi.org/10.1093/applin/amp048 DOI: https://doi.org/10.1093/applin/amp048
Huang, L.-S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research, 14(4), 517–539. https://doi.org/10.1177/1362168810375372 DOI: https://doi.org/10.1177/1362168810375372
Huang, L.-S. (2013). Cognitive processes involved in performing the IELTS Speaking Test: Respondents' strategic behaviours in simulated testing and non-testing contexts. IELTS Research Report Series, no. 1. https://www.ielts.org/for-researchers/research-reports/online-series-2013-1
Huang, L.-S. (2018). A call for critical dialogue: EAP assessment from the practitioner’s perspective in Canada. Journal of English for Academic Purposes, 35, 70–84. https://doi.org/10.1016/j.jeap.2018.07.005 DOI: https://doi.org/10.1016/j.jeap.2018.07.005
Huang, L.-S. (2019). Analysing open-ended questions and semi-structured interviews on language-learning needs of Syrian refugees. Sage Research Methods Datasets. https://dx.doi.org/10.4135/9781526483843 DOI: https://doi.org/10.4135/9781526483843
Huang, L.-S. (2021a, August). Breaking down barrier: A task-based approach to teaching learners with refugee experience. World Congress of Applied Linguistics (AILA 2021), Groningen, the Netherlands.
Huang, L.-S. (2021b). (Mis)use of high-stakes standardized tests for multiple purposes in Canada? A call for an evidence-based approach to language testing and realignment of instruction. In B. Lanteigne, C. Coombe & D. Brown (Eds.), Challenges in language testing around the world: Insights for language test users (pp. 57–66). Springer. DOI: https://doi.org/10.1007/978-981-33-4232-3_6
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511733031
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge. DOI: https://doi.org/10.4324/9780203006603
Hyland, K. (2009). Specific purposes programmes. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 201–217). Wiley Blackwell. DOI: https://doi.org/10.1002/9781444315783.ch12
Immigration, Refugees and Citizenship Canada. (2012). Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/language-instruction-newcomers-canada-2010/text-version.html
Immigration, Refugees and Citizenship Canada. (2017). Evaluation of the Settlement Program. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/settlement-program.html
Ivankova, N. V. (2015). Mixed methods applications in action research: From methods to community action. Sage.
Jackson, Z. (2013). A comparison of Australian and Canadian immigrant language programs: Lessons for Canada in securing better employment outcomes? (Unpublished master’s thesis). University of Ottawa.
Jezak, M. (Ed.). (2017). Language is the key: The Canadian Language Benchmarks model. University of Ottawa Press.
Khabra, S. (2017). One year later: The employment experiences of Syrian refugees in the Greater Toronto Area. (Unpublished master’s thesis). Ryerson University.
Kirova, A. (2019). Introduction: Syrian refugees’ encounters with the education system in their initial resettlement in Canada. Journal of Contemporary Issues in Education, 14(1), 1–12. https://doi.org/10.20355/jcie29369 DOI: https://doi.org/10.20355/jcie29369
Klingbeil, A. (2016, March 7). Syrian refugees in Calgary face months-long waits for English courses. Calgary Herald. http://calgaryherald.com/news/local-news/syrian-refugees-in-calgary-face-months-long-waits-for-english-courses
Linder, K., Hipfner-Boucher, K., Yamashita, A., Reigl, C. M., Ramdan, M. A., & Chen, X. (2020). Acculturation through the lens of language: Syrian refugees in Canada and Germany. Applied Psycholinguistics, 41(6), 1351–1374. https://doi.org/10.1017/s0142716420000454 DOI: https://doi.org/10.1017/S0142716420000454
Long, M. (Ed.). (2005). Methodological issues in learner needs analysis. In M. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge University Press. https://doi.org/10.1017/CBO9780511667299.002 DOI: https://doi.org/10.1017/CBO9780511667299.002
Lu, X. (2012). The relationship of lexical richness to the quality of ESL learners’ oral narratives. The Modern Language Journal, 96(2), 190–208. https://doi.org/10.1111/j.1540-4781.2011.01232_1.x DOI: https://doi.org/10.1111/j.1540-4781.2011.01232_1.x
MacSwan, J. (2018). Academic Language as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24(1), 28–36. https://doi.org/10.1177%2F1362168818777540 DOI: https://doi.org/10.1177/1362168818777540
Madziva, R., & Thondhlana, J. (2017). Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges. Compare: A Journal of Comparative and International Education, 47(6), 942–961. https://doi.org/10.1080/03057925.2017.1375848 DOI: https://doi.org/10.1080/03057925.2017.1375848
Martani, E. (2020, November 2). Rebalancing and improving refugee resettlement in Canada. Policy Options Politiques. https://bit.ly/3ps22tT
Miller, J., Windle, J. A., & Yazdanpanah, L. K. (2014). Planning lessons for refugee-background students: Challenges and strategies. International Journal of Pedagogies and Learning, 9(1), 38–48. https://doi.org/10.1080/18334105.2014.11082018 DOI: https://doi.org/10.1080/18334105.2014.11082018
Nelson, C., & Appleby, R. (2015). Conflict, militarization, and their after-effects: Key challenges for TESOL. TESOL Quarterly, 49(2), 309–332. https://doi.org/10.1002/tesq.187 DOI: https://doi.org/10.1002/tesq.187
O’Connor, A. (2012). Beyond the four walls: Community-based learning and languages. The Language Learning Journal, 40(3), 307–320. https://doi.org/10.1080/09571736.2011.585402 DOI: https://doi.org/10.1080/09571736.2011.585402
O’Neil, P. (2016, June 3). “We’re not fulfilling our promise to immigrants and refugees”: Support for English classes lacking, MPs told. National Post. https://nationalpost.com/news/canada/were-not-fulfilling-our-promise-to-immigrants-and-refugees-federal-support-for-english-classes-lacking-mps-told
Ozdemir, N. O. (2018). Needs analysis. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). Wiley. https://doi.org/10.1002/9781118784235.eelt0200 DOI: https://doi.org/10.1002/9781118784235.eelt0200
Paperny, A. (2021, April 28). Canada risks missing annual refugee resettlement target after slow start. Reuters. https://reut.rs/2RhX2f7
Ratkovic, S., Kovacevic, D., Brewer, C. A., Ellis, C., Ahmed, M., & Baptiste-Brady, J. (2017). Supporting refugee students in Canada: Building on what we have learned in the past 20 years. Social Sciences and Humanities Research Council of Canada.
Read, J. (2000). Assessing vocabulary. Oxford University Press. DOI: https://doi.org/10.1017/CBO9780511732942
Rolfsen, C. (2016, January 7). Syrian refugees in B.C. face long waits for English courses. CBC News, British Columbia. http://www.cbc.ca/news/canada/british-columbia/syrian-refugees-in-b-c-face-long-waits-for-english-courses-1.3394425
Ros i Solé, C. (2014). The paradoxes of language learning and integration in the European context. In D. Mallows (Ed.), Language issues in migration and integration: Perspectives from teachers and learners (pp. 55–79). British Council.
Sevunts, L. (2019, June 19). Canada resettled more refugees than any other country in 2018, says UN. Radio Canada International. https://www.rcinet.ca/en/2019/06/19/canada-resettled-refugees-2018-unhcr-report/
Shorten, A., & Smith, J. (2017). Mixed methods research: Expanding the evidence base. Evidence-Based Nursing, 20(3), 74–75. http://dx.doi.org/10.1136/eb-2017-102699 DOI: https://doi.org/10.1136/eb-2017-102699
Sturm, M., McBride, R., & Edgar, J. (2018), LearnIT2teach: 2016–2017 LINC Program Impact Evaluation Report. New Language Solutions.
UNHCR (United Nations High Commissioner for Refugees). Refugee statistics. https://www.unhcr.ca/in-canada/refugee-statistics/
Waisman, D. S. (2018, May 2). Two years of ups and downs for Syrian refugees who settled in Vancouver. Canada’s National Observer. https://www.nationalobserver.com/2018/05/02/news/two-years-ups-and-downs-syrian-refugees-who-settled-vancouver
Warriner, D., Fredricks, D. E., & Duran, C. S. (2019). Valuing the resources and experiences of refugee-background learners: A principled approach to teaching and learning academic language. Theory into Practice. https://doi.org/10.1080/00405841.2019.1665412 DOI: https://doi.org/10.1080/00405841.2019.1665412
Windle J., & Miller, J. (2012). Approaches to teaching low literacy refugee-background students. Australian Journal of Language and Literacy, 35(3), 317–333. https://search.informit.org/toc/l_ajll/35/3
Downloads
Published
Versions
- 2021-11-22 (3)
- 2021-12-30 (2)
- 2021-11-22 (1)
How to Cite
Issue
Section
License
Copyright (c) 2021 Li-Shih Huang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Refuge authors retain the copyright over their work, and license it to the general public under the Creative Commons Attribution-Non Commercial License International (CC BY-NC 4.0). This license allows for non-commercial use, reproduction and adaption of the material in any medium or format, with proper attribution. For general information on Creative Commons licences, visit the Creative Commons site. For the CC BY-NC 4.0 license, review the human readable summary.
