Abstract
Learning a new language and adapting to a new culture when arriving in a country is daunting for many non-English speaking immigrants. The lack of English compromises studies and working opportunities, especially for refugee and migrant women. Two researchers from Australia worked in consultations with four local Community Hubs to develop a 10-week English literacy program taught in the hubs for 2 hours once a week using arts-based learning activities to investigate the teaching of English to migrant and refugee women. Each class covers a specific practical topic supported by arts-based learning activities to help the women develop conversational English skills. Data was collected over the ten weeks using classroom observations and semi-structured interviews with women attending these classes and teachers. We sought to understand how the patterns in women’s experiences can be measured by using a conceptual framework that interrogates women’s empowerment. In this presentation, the researchers reveal their project findings and highlight the advantage of using arts-based activities embedded in language learning. Results show how art-based activities such as art and roleplay can assist women in developing and practising English language skills and involve them in authentic opportunities to engage in language assemblages. Furthermore, the presentation considers the impact of sociocultural and personal factors affecting participants in the program, sharing the successes and obstacles the women encountered in participating in the project.
Presenters
Marthy WatsonLecturer, School of Education, University of Southern Queensland, Queensland, Australia Georgina Barton
Professor and Associate Head - Research, School of Education, University of Southern Queensland, Queensland, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
ADULT LEARNERS, ARTS-BASED LEARNING, COMMUNITY PROGRAMS, ENGLISH SECOND LANGUAGE, WOMEN’S EMPOWERMENT
