1. 24 th September 2007 Relating to the host community: Adult refugees learning English

2. 24 th September 2007 Ethnographic study of the motivational role of goal-setting Fieldwork for Ph.D. in Applied Linguistics, CLCS, TCD (funded by the IRCHSS) Multiple methods of data collection including: Participation observation (overt, 12 months) at Integrate Ireland Language and Training, Dublin Tracked 13 adult students learning English (2003-2004)

3. 24 th September 2007 Language and Integration: Relatedness Self-Determination Theory (Deci & Ryan) Motivation & personality Self-determined behaviour = self-governing, acts freely & in accordance with own will 3 basic psychological needs: autonomy; competence; relatedness Importance of social environment “sense of self and world around”

4. 24 th September 2007 English Language Provision Integrate Ireland Language and Training: Government-designated body responsible for coordinating ESL provision for refugees Many functions, including full- time General English classes for adult refugees All refugees in Ireland have access to General English classes 30 hours/week, 20 contact hours.

5. 24 th September 2007 English class Small classes, learner-centred European Language Portfolio (Milestone version) Curriculum generated by learners’ needs International, multicultural class

6. 24 th September 2007 Case study: Nicolae Yenko* Moldovan, born 1973. Married, one child. Construction worker, completed secondary education/3 years of technical college. Worked in France previously. Speaks Moldovan (Romanian), Russian, French. English language proficiency A1 CEFR (beginner).

7. 24 th September 2007 First few weeks: “reserved and a bit moody” Sent warning letter about attendance, wk 1 Told class he had been stopped and searched by police at airport Didn’t appear to like Ireland: Nicolae’s arrival in class (Sept) I don’t too much like this country, you know, the cold. I prefer to live in France. Very good country, for me, because I know the language For some, Irish people is difficult, for me is very difficult

8. 24 th September 2007 Variety of educational backgrounds, language needs Turmoil, frustration, distress, homesickness, culture shock Asylum process, finding accommodation, negotiating health service, transport Vulnerability: risk of depression, low self- esteem, negative behavioural patterns Refugees in the classroom

9. 24 th September 2007 “opened up incredibly over past weeks” “no problem speaking out […] now that he understands how the system works”: –Small groups, pair work –Targets selected weekly, review on Friday –Individual learning agenda via Portfolio Nicolae frequently on how he appreciated the “democracy” of the classroom Nicolae: settling in (Oct >)

10. 24 th September 2007 Nicolae’s teacher: comments Got into the mood and started joining in more. I thought, six months in the system and out there working. I would have thought at the beginning, ok, he’s a linguist, he speaks what five languages, he just needs a bit of orientation, or a bit of breathing space as he sorts out his other stuff, and he’ll be out of here in six months. He just seems…he’s highly motivated, he came in, he seemed to be halfway on the road already

11. 24 th September 2007 Don’t like coming to school for learning […]. If you don’t want to stay in home and can’t work, then is good Don’t like English because it is hard […] but is very important […] this is first language in the world, very important. If you come living here […]

12. 24 th September 2007 Next level, January > Nicolae’s new goals: “For me personally, I want to learn two targets, about construction and new words from Driving Theory Test to get Driver Licence” New teacher talking: Nicolae’s attitude to his English […] is similar to his attitude to anything he does: he wants to do a good job. He enjoys making connections between his existing linguistic knowledge and new information encountered.

13. 24 th September 2007 I can choose what target I want to learn Is not easy to choose targets because many students have different idea about this I make myself more motivated when I learn what I want Progress, control, motivation Nicolae has strong reading, comprehension and communication skills. He completes class tasks with determination and will always clarify anything he doesn’t understand. He is an intelligent student and a pleasure to have in class. Small grammatical errors hamper written and spoken production, as I think communication is perceived as more important than accuracy.

14. 24 th September 2007 Self-determined behaviour discernible Risk of negative behavioural patterns Role of classroom –Participation, goal-setting, “democracy” –Relatedness, integration, combatting racism Nicolae: from manifest boredom/poor attendance to motivated, self-directed learning, personal goals. Conclusions