Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden

Abdulla, Afrah

doi:10.3384/diss.diva-142934

Cited by 12 publications

(11 citation statements)

References 35 publications

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“…Norton, 2013). These findings resonate well with previous studies on how adult language learners talk about their language learning trajectories (Abdulla, 2017;Carlson, 2002;Cooke, 2006) and how language competence is discursively constructed as a personal asset (Martín Rojo, 2019) and key for entering the labour market and a catalyst for social inclusion.…”

Section: Motivations For Participating In Sfi and Reasons For Learning Swedishsupporting

confidence: 89%

Continuity and change

Ahlgren¹,

Rydell²

2020

RELA

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Section: Motivations For Participating In Sfi and Reasons For Learning Swedishsupporting

confidence: 89%

Continuity and change

Ahlgren¹,

Rydell²

2020

RELA

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“…The difficulty or ease with which people orient to new cultural and linguistic phenomena has been related to differences in values and language habits (Inglehart, 2018;Lightbown & Spada, 2006;Schwartz, 2012). While values can be stubborn to shift and learning a new language as an adult is an arduous affair (Abdulla, 2017), Bakhtin's (1981Bakhtin's ( , 1986) insights into human communication and consciousness have potential to shed light on the focal issues of this study. Bakhtin (1986) embraces a view of human understanding as the meeting of two consciousnesses.…”

Section: Theoretical Overviewmentioning

confidence: 97%

“…The extent to which newly arrived adult migrants acquire the language and orient to the culture of a new country fundamentally affect the course of their resettlement (Abdulla, 2017;Beiser & Hou, 2001). A lack of linguistic and cultural proficiency can give rise to a stinging sense of isolation in a host environment, an overwhelming feeling of not belonging to this world.…”

Section: Introductionmentioning

confidence: 99%

“This is Not My World”. Essential Support Strategies for Newly Arrived Adult Immigrants Learning Swedish

John

Liubinienė

2021

Sustainable Multilingualism

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Summary In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively.

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“…Lärarnas utgångspunkt är, skriver Eriksson, att de nyanlända som går kurserna har andra normsystem, och för att bli accepterad i Sverige måste man bete sig som majoriteten. Afrah Abdulla gör en liknande tolkning utifrån deltagande observation i samhällsorienteringskurser (Abdulla 2017;Abdulla & Risenfors 2013). Etablering handlar i hög grad om att forma vuxna nyanlända till "goda medborgare" -vilket innebär en medborgare som är självständig, sekulariserad, jämlik, ärlig och laglydig (Abdulla 2017, s.…”

Section: Teoretisk Och Metodologisk Ramunclassified

Om Sverige, svenskhet och de Andra i samhällsorientering för nyanlända

Kallenberg

Sigvardsdotter

2019

ARKIV

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Samhällsorienteringskurser erbjuds nyanlända flyktingar för att ge dem grundläggande kunskap om Sverige och det svenska samhället. Syftet med Kim Silow Kallenberg och Erika Sigvardsdotters artikel är att analysera de bilder av Sverige, svenskhet och de Andra som framträder i kursernas undervisningsmaterial. Utifrån en narrativ ansats undersöks både berättelser och tystnader i materialet, där det som inte är uttalat förstås som en aspekt av berättelsen om Sverige och svenskheten. Materialet är både informativt och normerande, det beskriver både vad som är vanligt och vad som är önskvärt. Skrivningar om omständigheter där utrikesfödda kan bli förfördelade saknas i hög grad, samtidigt som sammanhang där utrikesfödda skulle kunna diskriminera eller skada någon annan beskrivs utförligt. Materialet kan därför tolkas som att det i första hand utgår från majoritetsbefolkningens perspektiv och behov, trots att det riktar sig till nyanlända.

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Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden

Cited by 12 publications

References 35 publications

Continuity and change

Continuity and change

“This is Not My World”. Essential Support Strategies for Newly Arrived Adult Immigrants Learning Swedish

Om Sverige, svenskhet och de Andra i samhällsorientering för nyanlända

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