Rohingya Refugee Women Negotiate English and (Ambivalently) Their Children's Schooling

• In Event: Identity and Experience: Relationships Between Schools, Students, and the State

Abstract

Authors reports on an action research partnership focused on social integration of Rohingya refugee women with children enrolled in Ontario public schools. The study’s method involves a recursive process of gathering and analyzing data, sharing findings with participants, developing, delivering and revisiting instructional formats and activities. Although the women have experienced traumatic situations in Myanmar and in transit, conversations focus on conditions of life in Canada. Aware that their children’s English skills exceed those in their first language and voicing a commitment to linguistic maintenance, none cite specific strategies for promoting language continuity. Unfamiliarity with the Ontario system and lack of proficiency in English account for participants’ reluctance to advocate for their children’s schooling experiences.

Authors

• Sandra R. Schecter, York University
  Presenting Author

• Hnin Pwint Phyu, York University
  Presenting Author