From Refugee Camp to Solitary Confinement: Illiterate adults learn Swedish as a second language

Abstract

This is a study, based upon 22 interviews, of the factors that govern immigrants' acquisition of a second language. Half of the interviewees are illiterate quota refugees from a Kurdish refugee camp and the other half are immigrants with at least six years of school education. The interpretation framework consists of theories of language and language learning with the emphasis on the acquisition of literacy and theories of motivation. The interviewees from the refugee camp have lived under very difficult conditions. It has been difficult to meet their basic needs. The social needs cannot be provided in Sweden because the refugees become isolated, without any contact with Swedes. They lack the contact with speakers of the target language that is necessary for them to acquire the language. The lack of integration into Swedish society leads to their marginalisation. The pedagogic conclusions that can be drawn from this study relate mainly to measures for increasing motivation. In this respect the most important measure is to achieve greater contact with target language speakers.

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