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mInclusion keynote june 2017 (Agnes Kukulska-Hulme)
This document discusses the challenges migrants face in social integration and language learning, highlighting the impact of language on their experiences in new environments. It presents various mobile technologies and pedagogical approaches designed to support language acquisition and community integration for recent immigrants. The content emphasizes the importance of considering individual experiences and cultural contexts in developing effective language learning resources and strategies.
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mInclusion keynote june 2017 (Agnes Kukulska-Hulme)
- 1. Personal challenges insocial integration and inclusion Agnes Kukulska-Hulme Institute of Educational Technology Keynote at the 1st mInclusion project conference, Göteborg, 12 June 2017
- 2. “I arrived atHeathrow airport unable to speak more than 100 words of English and promptly became lost on the London Underground for six hours. Then, taking the coach up to Glasgow, I misunderstood the meaning of a ‘rest stop’ and mistakenly disembarked in Birmingham. Four days it took me to journey to Scotland…” Bashir Makhoul, vice-chancellor of the University of the Creative Arts, recounting his personal experiences as a young man arriving in the UK, Times Higher Education, 18/05/17 A starting point is knowing the language… 2
- 3. 3 Understanding learners’ self-initiated orself-directed practices
- 4. Next generation designsfor informal mobile- supported language learning (2012) 4 Conceptual framework for next generation designs (Kukulska-Hulme, 2012, p. 9)
- 5. EU FP7 project2012-15 Mobile devices can help recent immigrants with social inclusion, employability and language learning Language learning in daily life for social inclusion
- 6. Main tools andservices developed for the MASELTOV prototype app Navigation guides Game Language learning Information resources Finding local help Social network Translation
- 7. Mobile Situated LanguageLearning A set of mobile lessons produced for the project by Pearson Publishing Situationally-useful language, based on active learning 6 structured modules Delivered in 3 languages Spanish English Arabic English Turkish German
- 8. Weekly survey: “Write 3words or phrases to describe your experience” A thread in the Social Forum: I am pregnant and you can imagine already :) (using the app) has been funny but productive, and I can't wait for my husband to come with me, so I am writing questions before I go and I will ask (the doctor) to speak slowly. Ha ha ha I will bring my mobile on the day of the birth!
- 9. SALSA: Sensors andapps for language in smart areas SALSA app triggered dialogue-based scenarios around 27 locations in Milton Keynes, UK Learners could: • Listen to a dialogue, read the transcript • Learn some vocabulary and grammar • Get language tips (e.g. idioms and phrases) • Get recommendations for further activities/practice Used by English language learners from the local Adult Continuing Education Centre
- 10. • Participants weregiven a map of the town and asked to annotate locations where they encountered language challenges • Participants wanted to learn ‘what a local would say in this situation’ • Tutors suggested sites related to citizenship test knowledge These ideas were used to draw up a list of sites for triggering learning activities. Fitting in versus Learning – a field study with SALSA app users 10 Reference: Gaved, M and Peasgood, A 2017 Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones. Journal of Interactive Media in Education, 2017(1): 1, pp. 1–13 Social and cultural influences affected actual use: • constraints in where beacons could be placed around town • conspicuous use of smartphones as learning aids can make learners stand out as “outsiders”
- 11. What might bemissing from current apps or resources for migrants - from language perspective • Information for migrants about diverse communities and languages used locally • Opportunities to practise the target language with locals • Opportunity to listen to different local accents • Up to date public notices and announcements • Understanding racial insults • How to respond to emergencies or unusual occurrences in public places • Being a help or a resource for others in need • Acting as a group, talking about collective experiences or collective needs realenglishspeaker.com
- 12. Refugee Journeys: Smartphones andSocial Media 12 - As Horn (2015) suggests, it is difficult for an app…to keep up to date with problems such as “closed borders in Hungary, arson at Swedish refugee centres, or widespread isolationism among the French in the face of humanitarian crises”… - Horn sees apps as powerless in the face of intractable political issues. + Good practices: Crisis Info Hub Google app - provides help and useful information to people in need and in danger Infomobile Welcome 2 Europe - networks of activists and tech resources; information to avoid danger The Village of All-together - non-digital network of local people and self-organised reception camp Reference: Gillespie, M. et al. (2016) Mapping Refugee Media Journeys. Research report. The Open University/France Médias Monde
- 13. Case study oneveryday literary practices at home • Individual, home and community literacy competencies are often overlooked in adult literacy education • Dynamic home environment: online game playing, translation, social media • Avoidance of Syrian news group on Facegroup; reluctance to share political views among Syrian community in NZ • Classroom provokes anxiety; humiliation of not being able to speak and understand, a mother’s inability to help her children • Individual circumstances matter – son profoundly deaf • Families may have vast resources, e.g. passion for learning, multilingual practices, children helping adults • Changing literacy practices brings much stress; need a “pedagogy of well- being” (inspired by Maori culture) Experiences of a former Syrian refugee in New Zealand 13 Reference: Kaur, T. (2016). Everyday literary practices of a former Syrian refugee: strengths and struggles. Waikato Journal of Education, 21(1). Photo UK DFID
- 14. Interview-based study onthe relationship and network practices of lower- skilled Poles in Southampton the UK • Post-accession Poles: not a cohesive group, not a diaspora or community • Lack of ‘integration’ with established Polish churches and social clubs in the UK • Instrumental engagement in Polish shops and amenities • Competition for jobs; suspicion of other Poles; reverse cultural alienation • Technology: Polish TV plays a big role • English language: e.g., feelings of humiliation when mispronouncing in English; inability to communicate beyond superficial greetings and predictable interactions • Context matters – local environmental and social conditions and perceived constraints Experiences of ‘post-accession’ Poles in the UK 14 Reference: McGhee, D, Travena, P & Heath, S. (2015). Social Relationships and Relationships in Context: Post- Accession Poles in Southampton. Population, Space and Place.
- 15. 15 Immigrant experiences -real stories
- 16. ‘Competence in plurality’ Migrantsmay: • decide not to learn the main language of the host society systematically • wish to change their linguistic repertoire, but be unable to do so • aim to functionally rearrange their repertoire, as part of a single-identity language strategy marked by their language of origin • aim to rearrange their repertoire, involving a gradual dropping of the language of origin • aim to rearrange their repertoire but with two joint languages of identity 16 Reference: Wodak, R. (2017) Integration and Culture: From ‘Communicative Competence’ to ‘Competence In Plurality’. In: Bauböck, R. and Tripkovic, M. (eds.) The Integration of Migrants and Refugees, An EUI forum on Migration, Citizenship and Demography. Cultural integration - migrant choices?
- 17. Resources for languageeducation 17
- 18. Coming soon… 18 The websitewill be launched in autumn 2017
- 19. Mobile Pedagogy forEnglish Language Teaching • Learning beyond the classroom • Inspired by learners’ own practices • Guide for teachers: app selection and mobile activity design 19
- 20.
- 21. Language to anticipate,withstand, recover from effects of conflict and displacement 21 Reference: Capstick, T. & Delaney, M. (2016) Language for Resilience: The role of language in enhancing the resilience of Syrian refugees and host communities. British Council. The report considers the voices of: • Children and young people • Parents • Syrian teachers and volunteers • Host community teachers and workers • NGO and INGO workers • Those with disabilities Themes include: support for home language learning, bringing refugees and host communities together, supportive psycho-social interventions…
- 22. Teaching approach: Taking accountof learner differences and preferences … while enabling individuals or groups to reach pre-determined or negotiated goals
- 23. 23 • Start withlearners’ experiences and understand their prior learning practice • Consider how to support individual needs that perhaps the learner does not wish to reveal • Develop resources collaboratively with teachers, volunteers and others in supporting the learners • Consider ways to trigger and sustain learning in harmony with daily life and existing language practices • Provide help with situationally useful language, but also dealing with the unexpected and the unpredictable • Develop learners’ capacity to define their own learning goals and to engage with group goals and collaborative learning Conclusions/ recommendations
- 24. Agnes Kukulska-Hulme Institute ofEducational Technology The Open University, UK Twitter: agneskh Publications: http://oro.open.ac.uk/view/person/ak35.html Thank you 24