The linguistic wants and needs of post-secondary Burmese refugees learning English as an additional language

Thesis

Education for refugees has been a hotspot for research with increasing numbers of forced migration situations around the world, one of the long-lasting refugee migration situations is that of Burma. By exploring Burmese history and research related to refugee English education, large literature gaps have been found in relation to post-secondary Burmese students who are or were learning English. Through semi-structured interviews and their subsequent analysis, the linguistic wants and needs of three Burmese refugees learning English are explored, along with challenges they face in the learning process. The findings from interview analysis and comparison revealed that participants perceive relevant course material is crucial for school and communication, they expressed a desire to have started learning English from a younger age and prefer native English teachers for accent purposes – for understanding them and for attempting to acquire this accent. Participants also shared how tools for communicative needs, such as speech pace and comprehending advanced vocabulary, were the most difficult to acquire. The findings of this study can be used to help inform English educational practices for Burmese refugees on policy, classroom, or individual levels to ensure a higher quality of English learning.

Authors: Girard, H

• DOI: 10.5287/ora-nbyrjn6x4
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: English education; semi-structured interviews; learning experience; EFL; refugee education; ALSLA2024; ALSLA; interviews; qualitative
• Subjects: English language--Study and teaching--Foreign speakers; Qualitative research; Applied linguistics; Interviews; Learning; Refugees