Abstract
This paper deals with a volunteer teacher teaching Dutch as an L2 to
asylum seekers at a Red Cross asylum seeker centre in West Flanders, Belgium.
More precisely, it investigates the practical professional knowledge of this volunteer
teacher, taking a peek into her meta-pragmatic judgements about language
and her views on her students’ literacy skills (or lack thereof). It further shows
how her students manage to challenge her authority through jocular moves
which reveal the value of their multilingual repertoires and the literacy skills
they already own through their previous experiences with various literacy systems
asylum seekers at a Red Cross asylum seeker centre in West Flanders, Belgium.
More precisely, it investigates the practical professional knowledge of this volunteer
teacher, taking a peek into her meta-pragmatic judgements about language
and her views on her students’ literacy skills (or lack thereof). It further shows
how her students manage to challenge her authority through jocular moves
which reveal the value of their multilingual repertoires and the literacy skills
they already own through their previous experiences with various literacy systems
Original language | English |
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Title of host publication | The Linguistic Integration of Adult Migrants |
Place of Publication | Council of Europe |
Publisher | Mouton de Gruyter |
Pages | 379 - 385 |
Number of pages | 7 |
DOIs | |
Publication status | Published - 2017 |