Activity as a tool in language training for immigrants and refugees

Abstract

Objective: The focus of this study is how skills acquired from everyday life in one's native country can represent a resource in language training and work for immigrants and refugees. The specific aim is to explore what significance activity and participation in activity have on language training. Methods: This qualitative study is based on fieldwork carried out in relation to a group of illiterate immigrants at a centre for adult education. The sample consists of 11 adult immigrants and refugees, male and female, between the ages of 20 and 65. The interviews with all the participants were carried out with the help of an interpreter. Results: The main findings were that the individual immigrant's history of activities received little attention during the language training. There was hardly any mention of previous experience from everyday life and work. By relying on different activities in the language training, the resources and background of the individual immigrant would have become more visible. Familiar activities from one's own culture enable communication when language skills are limited.

Key words::

• participation in activities
• non-western culture
• language training for illiterates

Acknowledgements

Inger Brit Werge-Olsen would like to offer special thanks to the participants for what they have given her in insight, challenges, and exciting and good experiences in understanding the connection between language and participation in activity. She also wishes to thank her employer and her colleagues and to extend special thanks to her supervisor, professor Berit Berg at the Department of Social Work and Health Science, Norwegian University of Science and Technology (NTNU) Trondheim, for her guidance, insightful contribution, and helpful comments with her master's thesis.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.