Palestinian Refugee Girls' English Language Education at Al-Hussain Prep School in Camp Jabal-Al-Hussain, Amman, Jordan

Autor/in	Asali, Laliya
Titel	Palestinian Refugee Girls' English Language Education at Al-Hussain Prep School in Camp Jabal-Al-Hussain, Amman, Jordan
Quelle	(2022), (179 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Wyoming
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9497-5
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Refugees; English (Second Language); Second Language Learning; Females; Emergency Shelters; Barriers; Informal Education; Learning Motivation; Family Influence; Community Role; Adolescents; Secondary School Students; Gender Bias; Cultural Influences; Second Language Instruction; Jordan; Palestine; Vietnam; Thailand; Australia; Sudan; Cuba; United States; Somalia; Laos; Iraq; Afghanistan; Asia; Canada; United Kingdom; Egypt (Cairo); New Zealand; Syria + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Weibliches Geschlecht; Notunterkunft; Informelle Bildung; Nichtformale Bildung; Motivation for studies; Lernmotivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Geschlechterstereotyp; Cultural influence; Kultureinfluss; Fremdsprachenunterricht; Palästina; Australien; Kuba; USA; Irak; Asien; Kanada; Großbritannien; Neuseeland; Syrien
Abstract	The present qualitative study investigated the experiences of the English language learning of the Palestinian refugee girls, motivations, formal and informal avenues of learning English. The study discussed the support and the obstacles of learning at AlHussain Prep School in Camp Jabal Al-Hussain, Amman, Jordan. As illustrated in the literature review, several studies have been conducted about refugee English language education worldwide, however, this is the first study that was focused on Palestinian refugee girls' English learning in the MENA Region. Fourteen participants completed demographic questionnaires and were interviewed. The study's methodology was thematic analysis of the semi structured interviews that were conducted. The results of the study showed that the Palestinian refugee girls were all highly motivated to learn English to better their future and work opportunities. The results also revealed that both formal and informal avenues were used to learn English. The Palestinian refugee girls received support from the UNRWA, their English language teachers and their parents. The English learning process was hindered by the living and the studying environment and by the UNRWA budget crisis. The girls remained positive and motivated despite the significant problems and the challenges that face them in their daily life and the learning atmosphere. Their English learning remained a priority and a sacred target that kept them inspired and motivated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01