Persistence in the Face of Adversity: What Drives Low-literacy Women Refugees to Continue on in LINC Classes in Calgary?

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dc.contributor.advisorGroen, Janet
dc.contributor.authorPerry, Rebecca
dc.contributor.committeememberSewell, Douglas
dc.contributor.committeememberSeidel, Jackie
dc.date2018-11
dc.date.accessioned2018-09-27T16:14:17Z
dc.date.available2018-09-27T16:14:17Z
dc.date.issued2018-09-18
dc.description.abstractFor the thousands of refugee women who arrive in Canada annually speaking a language other than English, the language barrier is one of the most significant obstacles to integrating into Canadian society that they will face. To help facilitate the process, the Government of Canada offers free English classes called Language Instruction for Newcomers to Canada (LINC) to all newcomers. However, it has only been recently acknowledged that those who arrive might have little to no prior formal educational experience and as such will be largely illiterate in their mother tongues. This demographic will arrive needing help with both language and literacy and due to the nature of their situation, have been classified as ESL literacy students. Despite the seemingly daunting task of simultaneously having to acquire a new language along with first-time literacy skills, there are women who are working their way through LINC programs in Calgary, but little is known of them as a demographic. In this study, a methodology of narrative inquiry was used along with semi-structured interviews to gather the stories of seven women and from the interviews three main themes emerged: 1) The influence of past experiences; 2) Navigating new surroundings through language acquisition and literacy learning; and 3) Who am I now? Results of the study provide an overview of the motivations, challenges, perspectives and triumphs that these women have experienced and gained through engaging in classes as well as suggestions for improved practice in the developing field of ESL literacy.en_US
dc.identifier.citationPerry, R. (2018). Persistence in the Face of Adversity: What Drives Low-literacy Women Refugees to Continue on in LINC Classes in Calgary? (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/33045en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33045
dc.identifier.urihttp://hdl.handle.net/1880/108692
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectESL
dc.subjectESL Literacy
dc.subjectAdult Literacy
dc.subjectAdult ESL Learning
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Readingen_US
dc.subject.classificationWomen's Studiesen_US
dc.titlePersistence in the Face of Adversity: What Drives Low-literacy Women Refugees to Continue on in LINC Classes in Calgary?
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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