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。在我的研究中，参与者没有上学。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，他们成长的社会通过口头系统成功地运行，根本不需要印刷。如今，他们都住在伦敦，却无法获得认可他们口语能力的教育途径。无论这些成年人的口语能力如何，他们都无法参加更高级别的ESOL考试，因为我们的体系是由殖民时期的假设所指导的，即知识必须通过印刷品来判断。“入门前”ESOL课程将这些成年人定位为学习新手，忽略了他们的多语言专业知识和他们一生中口头学习的知识。我的研究旨在解构这些成年人的技能和需求的现有概念化。基于对每一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与印刷品联系的看法的知识。我开发了两个原创的研究工具：多语言音译（MT）和口音-字形验证（AGV）。这将激发参与者围绕熟悉音素的转录进行对话，而不是将语音限制在“标准”英语的音素上。我将收集这些成年人的见解，以发展对他们使用的口语策略的理论理解。这项研究将通过研究这些人的优势来面对不公正。它还将审查研究过程，使知识共建体现包容性，即使在以印刷为中心的研究文化中也是如此。

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.