Assembling meaningful language learning spaces for low language and literacy refugee women and their children: What teachers need to know

Year: 2016

Author: Najar, Ulrike, Choi, Julie

Type of paper: Abstract refereed

Abstract:
In our presentation, we take up the notion of assemblage as a resource to help us draw out the unique strands that crisscrossed our experience of teaching English to low English language and literacy level refugee women and their children over 12 weeks in a community centre in Melbourne. Using a relational lens, we illustrate the complexities of how various dynamics such as affect, complex linguistic repertoires, individual circumstances, discourses and cultural practices, and personal stories come together to produce meaningful spaces, practices and relationships. Drawing on transcripts from recorded classroom observations, writings and images created by the women and children, we also show how the assemblage of a participatory, multi-sensory, and critical approach can produce new or different capacities and identities for these women and their children as they perform through their evolving language practices.

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