Learning strategies of adult refugees

我的项目旨在了解成年难民的学习策略，他们一生都在口头学习，第一次与印刷品互动。我的研究中的参与者没有去上学。对一些人来说，这是由于战争、贫困或性别不平等，使他们无法接受周围其他人接受的正规教育。对另一些人来说，他们成长的社会是通过口头系统成功运作的，根本不需要印刷。现在生活在伦敦的所有人都被剥夺了承认他们口语能力的教育途径。这些成年人无法参加其他语言使用者英语（ESOL）考试，因为他们缺乏口语能力，因为我们的制度受到殖民地假设的指导，即知识必须通过印刷品来判断。“预入学”ESOL课程将这些成年人定位为学习新手，忽视了他们的多语言专业知识和他们一生中口头学习的经验。基于对每种语言都是课堂学习的资产的理解，以及语言边界是隐藏语言理解深度的殖民结构，我的目标是与这些成年人共同构建关于他们对与印刷品联系的看法的知识。我开发了两个原创研究工具：多语言音译（MT）和口音字形验证（AGV）。这些将激发与参与者围绕熟悉音素的转录进行对话，而不是将自然发音限制在“标准”英语的音素上。我将收集这些成年人的见解，以便对他们使用的口语策略进行理论上的理解。这项研究将通过研究这些人的优势来对抗不公正。它还将仔细审查研究过程，以便知识共同建设促进包容性，即使在以印刷为中心的研究文化中。

My project seeks to understand the learning strategies of adult refugees who have learned orally throughout theirlives and are interacting with print for the first time. The participants in my study did not go to school. For some, thiswas due to war, poverty, or gender inequality, that excluded them from the formal schooling that others aroundthem received. For others, the societies in which they grew up were run successfully through oral systems, whichdid not need print at all. Now living in London, all are denied an educational pathway that recognises their oralstrengths.Higher level English for Speakers of Other Languages (ESOL) exams are inaccessible to these adults, regardlessof their oral expertise, for our systems are guided by the colonial assumption that knowledge must be judgedthrough print. "Pre-Entry" ESOL courses position these adults as if they were new to learning, ignoring theirmultilingual expertise and the learning they have done orally throughout their lives.My study aims to deconstruct the existing conceptualisation of these adults' skills and needs. Rooted in theunderstanding that every language is an asset to classroom learning, and that language boundaries are colonialconstructs that conceal the depths of linguistic comprehension, my aim is to co-construct knowledge with theseadults regarding their perceptions of connecting with print.I have developed two original research tools: Multilingual Transliteration (MT) and Accent-Grapheme Validation(AGV). These will stimulate dialogue with participants around the transcription of familiar phonemes, as opposed torestricting phonics to the phonemes of 'standard' English. I will gather these adults' insights, in order to developtheoretical understanding of the oral strategies they use. This study will confront injustice by researching thesepeople's strengths. It will also scrutinise the research process, so that knowledge-co-construction embodiesinclusion, even within a print-centred research culture.