Language Learning: Student Stories III (Penner, 2013)

There were 4 major findings in this study of Refugee and Immigrant students in a language learning classroom (Penner, 2013).  While students used their first languages for understanding and pronunciation, as well as strongly identified with their first languages, they also spoke of their first languages and intercultural interactions.

3.  First Languages for Intercultural Interactions

As an ESL researcher and instructor, I am often asked if students are able to work together, even though they don't have the same first languages.  In my professional experiences, I have observed many conversations, such as the following, that demonstrate intercultural interactions between students with diverse first languages.  Jieyi* is a student who arrived from China, three years prior to this study.  The following conversation is between Jieyi* and Manmeet*, whom we met before:

"Um, I know three, like one is my city language.
My city's language, I don't know what that's called and Mandarin and Cantonese. Yep"  (Jieyi*)

 "...because in our country it have like 27 languages. So most I can write in three 
languages- Hindi, Punjabi and English." (Manmeet*)

This conversation was part of an on-going discussion of various first languages and the
intercultural interactions that occurred within the classroom.

1st Languages & Identity in Language Learning (Penner, 2013)

For more information regarding Refugee and Immigrant Language Learning, 

contact Cynthia Penner M. Ed. at the following:

pennerconsulting@gmail.com

or 

Penner Consulting