Translanguaging and language maintenance among Arab students: immigrants and refugees
| dc.contributor.author | Azzahrawi, Rawia | |
| dc.contributor.examiningcommittee | Dueck, Jennifer (History) | |
| dc.contributor.examiningcommittee | Herath, Sreemali (Curriculum, Teaching & Learning) | |
| dc.contributor.examiningcommittee | Gunderson, Lee (Language and Literacy Education, University of British Columbia) | |
| dc.contributor.supervisor | Piquemal, Nathalie | |
| dc.date.accessioned | 2024-07-09T16:29:02Z | |
| dc.date.available | 2024-07-09T16:29:02Z | |
| dc.date.issued | 2024-06-04 | |
| dc.date.submitted | 2024-07-08T23:51:41Z | en_US |
| dc.degree.discipline | Education | |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | |
| dc.description.abstract | As Canada experiences an influx of immigrants and refugees, K-12 classrooms are becoming increasingly multilingual. Providing educational materials and resources in multiple languages does not guarantee that students new to Canada will become bilingual in their native languages (L1) and Canada’s official language (L2). Therefore, it is necessary to re-evaluate best practices from the late 1970s and early 1980s, when using the native language in language-teaching classrooms was deemed unacceptable. This study examines English/Arabic translanguaging and language maintenance practices by Arab immigrant students and those from refugee backgrounds. Using positioning theory, this research focuses on participants’ development of positions and translingual identities, and on analyzing the distribution of rights, duties, and obligations through conversations and narratives. This research further examines how Arab students employ their linguistic abilities to acquire knowledge, enhance comprehension, and foster global identities. Using English, Arabic, and translanguaging in different contexts among immigrants and students from refugee backgrounds reveals similarities and differences influenced by their diverse experiences, cultural heritages, and social environments. These students need help communicating in their non-dominant language, and they often encounter stereotypes and misunderstandings regarding their linguistic proficiency. However, both groups recognize the immense value of bilingualism as it offers numerous advantages for personal, social, cognitive, and educational growth. | |
| dc.description.note | October 2024 | |
| dc.identifier.uri | http://hdl.handle.net/1993/38312 | |
| dc.language.iso | eng | |
| dc.subject | Arabs | |
| dc.subject | Immigrants | |
| dc.subject | Refugees | |
| dc.subject | Translanguaging | |
| dc.subject | Positioning | |
| dc.subject | Global identity | |
| dc.title | Translanguaging and language maintenance among Arab students: immigrants and refugees | |
| local.subject.manitoba | yes |