Description
Book SynopsisThis book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality, provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.
Trade ReviewSarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner. * Glenn Levine-West, University of Vermont, USA *
Cox’s book is an act of historical witness in an age of state-engineered hostility toward people seeking refuge. Throughout, Cox makes plain that hope isn’t just a feeling; it is a material, multilingual, ecological, collaborative, and political activity. This is a gorgeous picture of love, vigilance, humility, and courage on so many levels – from Cox’s own voice as a teacher and researcher, to the many careful drafters raising expectations across Scotland for better, deeply humane civic policy. * David Gramling, University of British Columbia, Canada *
This book invites the reader into a journey of personal connection and stories with warmth and languages. Sarah Cox creates a unique process of research by engaging and providing space for people to share their experiences, and to do so in a spirit of togetherness and patience with one another. * Pinar Aksu, University of Glasgow, UK *
Table of ContentsFigures
Acknowledgements
Abbreviations
Foreword
Prologue
Introduction
Part 1: Contextualising the Research
Chapter 1. The Policy Context
Chapter 2. Establishing an Ecological, Multilingual Framework
Chapter 3. Implementing a Decolonising Approach
Chapter 4. Wales and Germany
Part 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in Scotland
Chapter 5. Learning a Language is Hard Work
Chapter 5½. Uncovering Three Ecologies
Part 3: Towards an 'Ecologising' of Language Learning
Chapter 6. Ecology 1: Relationships
Chapter 7. Ecology 2: Place
Chapter 8. Ecology 3: Language and 'Languaging'
Chapter 9. Conclusions and Recommendations
References
Index
