(Un)Common Ground?: English Language Acquisition and Experiences of Exclusion Amongst New Arrival Students in South Australian Primary Schools

Abstract

Much of the existing research examining the acquisition of English language skills amongst refugees and other newly arrived migrants, both in Australia and internationally, assumes a relatively straightforward relationship between English language proficiency and inclusion within the broader community. This article presents contrary findings from a study of two South Australian primary schools with New Arrivals Programmes (NAPs). By examining data from both a questionnaire administered to teachers and ethnographic observations of children at playin the school yard, the findings presented here suggest that students in NAPs will be differentially invested in learning English according to the degree of exclusion they experience in the school environment and the impact this has upon their perception of the value of learning English as a mode of engagement. In response, the article calls for an approach to education that is situated in global contexts of colonisation and power relations, and where the terms for inclusion of NAP students are mutually negotiated, rather than predetermined.

Experiences of School Belonging for Young Children With Refugee Backgrounds

“…The finding concerning the importance of spaces reflects the findings of previous research (e.g. Due & Riggs, 2011), and highlights the importance of ensuring that students with refugee backgrounds feel they belong in all aspects of the school, and not just areas where English language is not a priority (Trickett & Birman, 2005;Matthews, 2008;Woods, 2009). The finding concerning teachers is particularly important, given the fact that previous research highlights that good student--teacher relationships predict a range of positive outcomes, including ongoing school engagement and belonging (Crouch, et al, 2014).…”

“…In other words, understandings of school belonging for students with refugee backgrounds must lead to a two way interaction which takes into account existing power relationships, and ensures that refugee students can feel belonging in all of the domains on their own terms as well as those of the school (Matthews, 2008;Riggs & Due, 2011; Woods, 2009).…”

Becoming Australian: a review of southern Sudanese students’ educational experiences

“…This obviously puts them at an early disadvantage in the Australian education system compared to their English speaking peers. Riggs and Due (2011) found that there was a close connection between students' feeling of belonging, and language acquisition at primary school level. They found that for students with refugee experiences, their commitment to learning English was directly correlated to the degree to which they experienced inclusion in their school setting.…”

“…A critical aspect of an acculturation process is linked to individuals acquiring proficiency in the language of the 'host' country (Matthews, 2008;Riggs & Due, 2011). Developing an additional language proficiency in English for Sudanese refugees in Australia is an important skill in securing access to health services, education and employment as well as integrating and establishing social links with the host society (Poppitt & Frey, 2007).…”

Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

“…Such an emphasis on language learning is concerning in that an emphasis upon English language acquisition as the primary route to social inclusion can lead to problematic outcomes whereby the 'blame' for exclusion is placed upon newly arrived students' 'lack' of English language skills, with responsibility placed on this cohort of students to acquire the means to communicate with their peers (Due & Riggs, 2009;Riggs & Due, 2011;Taylor, 2008;Woods, 2009). Correspondingly, Riggs and Due (2011) suggest that greater awareness is required on the part of mainstream teachers in terms of examining how the demand to acquire English perpetuates a power imbalance that favours those who speak English as their first language. Furthermore, while research suggests that support and training for teachers in terms of their understanding of the effects of trauma may be an important element in providing appropriate education to students with migrant or refugee backgrounds (Cassity & Gow, 2005;Roxas, 2011;Woods, 2009), it is also the case that increasing cultural awareness or skills cannot alone lead to the provision of an inclusive and welcoming school environment for newly arrived students.…”