Migration and Adult Language Learning: Global Flows and Local Transpositions

Abstract

In the 21st century, global flows politically, socially, economically, and environmentally (Burbules & Torres, 2000; Singh Sc Doherty, 2004) are creating widespread movements of people around the world and giving rise to increased resettlements of immigrants and refugees internationally (Roberts 8c Baynham, 2006). The reality in most countries worldwide is that contemporary populations are multifaceted, multicultural, multiethnic, multiracial, and multi/plurilingual (Tolle fson, 1991; Tsui & Tollefson, 2007). And the experience of globali zation has been conceptualised as space-time compression (Collins, Slembrouck, & Baynham, 2010) in which relocations and dislocations are lived out alongside persistent links with global diasporas. In this complex and dynamic environment, the need for sensitively designed and socially and culturally responsible educational and language programs for adult immigrants, migrants, and refugees who relocate, both voluntarily and involuntarily, across the world has never been greater. Language learning for entry into the sites of (re) settle ment is a primary factor in the ability to re-engage and participate as fully as possible within the political, social, educational, and environ mental life of the society (Burns & de Silva Joyce, 2007; Chiswick & Miller, 1992). It provides access to major venues and locations of national and community life and affects in innumerable ways on the lives of those who resettle.