Giving voice : english language learning, language use, and the resettlement process of Cambodian refugees in British Columbia
| dc.contributor.author | Francis, Caroline Anne | en_US |
| dc.date.accessioned | 2024-08-13T22:24:46Z | |
| dc.date.available | 2024-08-13T22:24:46Z | |
| dc.date.copyright | 1995 | en_US |
| dc.date.issued | 1995 | |
| dc.degree.department | Department of Anthropology | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | The acquisition of a new language is among the most profound of the hurdles a newcomer to Canada must face upon arrival. For Cambodian refugees, the process of English language learning must be situated within the context of their lives, taking into account their cultural, linguistic and educational backgrounds, their traumatic experiences as refugees, and their experiences as residents in the country of resettlement. The objectives of this thesis are subsequently threefold: first, it aims to elucidate the more personal and experiential aspects of language and language learning. Second, it documents the levels of English language competence of Cambodians in British Columbia and it examines the influence of English language ability on numerous aspects of resettlement. Third, the research identifies barriers which may preclude Khmer individuals from seeking further English language training. The sample of thirty-seven is divided among two subsets : (1) seventeen adult Cambodian men and women; and (2) twenty service providers (i.e. EAL instructors, immigrant and refugee settlement workers and governmental personnel) offering support services to Cambodian clients. All participants are residents of the Greater Victoria or Vancouver areas of British Columbia. Data was collected by myself in the form of open-ended interviews. The information collected covers a broad range of topics so as to provide a more complete view of the language learning experiences of Cambodians in British Columbia. In their accounts, participants identified a number of variables which are believed to impact the language learning process. Among the more salient factors are (a) trauma associated with the refugee experience; (b) institutional barriers which may prevent access to English training programs, or conversely, make available programs unsuitable; (c) situational barriers (e .g. job commitments, home responsibilities, lack of money, and transportation problems); (d) the predominant background s of Khmer refugees; and (e) the linguistic and orthographic distinctions between Khmer and English. The compilation of contextually-grounded data calls into question the applicability of 'social-process' theories of additional language acquisition advanced by scholars such as Robert Gardner (1985), H. Douglas Brown (1986, 1994) and John Schumann (I 976, 1978). Their notions of motivation, acculturation and social distance are criticized on the following grounds: (1) the theories are formulated in terms which are largely irrelevant to the situations of Cambodian refugees; (2) such explanatory paradigms underscore the behaviors, attitudes and reactions of members of the host society and presuppose that the refugee or immigrant is in a position of power with respect to their changed social milieu and circumstances, such that they are able to manipulate it to ultimately facilitate their adaptation; and (3) theories focusing on interĀgroup relations fail to recognize intra-group heterogeneity, e.g. the different perspectives of men and women, persons of different generations, and individuals hailing from different class or occupational backgrounds. Data generated from this study further exemplifies problematic aspects of Canadian governmental policy, which accepts immigrants and refugees but does not provide adequate services and/or support to make their adjustment to the Canadian milieu less difficult. This research also illustrates the need for refugees to establish a degree of continuity in the country of resettlement as a means for facilitating their adjustment. Several recommendations, garnered from participants in the sample and reinforced by published materials, emerge from the study. | |
| dc.format.extent | 156 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/17817 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Giving voice : english language learning, language use, and the resettlement process of Cambodian refugees in British Columbia | en_US |
| dc.type | Thesis | en_US |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- Francis_Caroline_Anne_MA_1995_678486.pdf
- Size:
- 60.21 MB
- Format:
- Adobe Portable Document Format