Migration, Adult Language Learning and Multilingualism

Anna-Elisabeth Holm works at the University of the Faroe Islands. Her doctoral research was completed at Heriot-Watt University, Edinburgh. Her main research interests include sociolinguistic ethnography, language education for adult migrants, multilingualism in peripheral regions, and language policy and practice. Recent publications include: Holm et al. (2020). “Employers could use us, but they don’t”: voices from blue-collar workplaces in a northern periphery. Language Policy, Vol. 19, Issue 3, pp. 389-416; Hoffmann & Holm (2022). Learning Insular Nordic Languages: Comparative Perspectives on Migrants’ Experiences Learning Faroese and Icelandic. Nordic Journal of Migration Research, Vol. 12, Issue 3.

• 1 IntroductionA study with new speakers of FaroeseObjectives and research questionsThe significance of the study and its contribution to researchMy own trajectory and my own perspectives as a researcherOverview of the volumeNotesReferences2 New times in the Faroe Islands: The social and historical contextIntroductionThe socio-historical context for the studyA historical portrayal of the sociolinguistic context‘Normalization’ efforts: Language policy and planningNew times and a changing sociolinguistic landscapeMobility and migration: Part of the cultureContemporary trends in in-migration in a changing sociolinguistic landscapeMigrants, public discourses and integration policy and initiativesCharacteristics of the labour marketMultilingualism in the peripheryFaroese as an Additional Language: Challenges and opportunitiesAvailability of courses in Faroese language and cultureNotesReferences3 The conceptual framing of my research in the FaroesIntroductionConceptual shifts within sociolinguistics in the wake of globalisationA shift towards globalisation and contemporary mobilitiesA shift towards speaker trajectoriesA shift towards superdiversity, in rural areas as well as urban areasA shift towards the notion of new speaker (as opposed to non-native speaker)Recent research on language and transnational migration and the view from the peripheryLanguage, migration and contemporary workplacesLanguage, border crossing and residence rightsThe view from the peripheryResearch into adult language learning in the context of migrationThe limitations of the traditional research approach to second language acquisitionA critical framework focusing on situated investment in language learningAn extended model of investment in language learningCapitalIdentity IdeologyAdapting the extended model of investment in language learning to my research in the FaroesNotesReferences4 Research methodologyIntroductionCritical sociolinguistic ethnographyFieldwork, methods and data collectionVisits to the field: Moving from observer to co-workerThe first phase: scoping the fieldThe second fieldwork visit: Identifying research sitesA brief third visitThe fourth and fifth fieldwork visits: Moving from observer to workerThe sixth fieldwork visitOther visits and data gathering opportunitiesRecruiting research participantsThe research participantsThe focal participantsResearch sites: blue-collar workplacesA multilingual cleaning companyThe two fish-processing plantsThe semi-structured interviews with the participantsInterviews with employers in blue-collar workplacesMy researcher diary, observations and the ethnographic protocolsOther ethnographic data: Documents and photographsEthics, reflexivity and researcher positioningEthical considerationsResearcher positioningMy approach to data analysisNotesReferences5 Linguistic resources and language learning trajectoriesIntroductionLinguistic resources and funds of knowledge from the country of originAlexDavidAnnaJoannaNataliaNew linguistic resources developed in the FaroesAlex - a case of non-investment in new linguistic resourcesDavid’s disposition and reasons for not investing in FaroeseAnna’s continuous investment in learning FaroeseJoanna’s investment in Faroese and reflections on deskillingNatalia, a proficient new speaker of FaroeseLanguage learning as situated practiceNotesReferences6 Linguistic resources and identities at workIntroductionFish-processing plants as workplaces in the FaroesWorkplace observations during the first phase of fieldworkMore detailed observations in one factory during the second phase of fieldworkFive focal participants: Language resources, funds of knowledge and identitiesJelenaNitaEunitaLeaNataliaIdentity disruption in the context of migrationNoteReferences7 Language ideologiesIntroductionIdeologies and ideological currents in contemporary public discoursesMedia discourse in the Faroes about adult migrants’ language learning and about ‘integration’The participants’ perceptions of the value of Faroese and the ideological conditions for language learningParticipants’ perceptions of the value of FaroeseMedia representations of adult learners, their lived experiences of language learning and their positioning as new speakers of FaroeseThe value and significance of Danish in Faroese society: Differing viewpoints among the particpantsLea’s language learning dilemma: Pride and affiliation or profit?The shaping of views through lived experience: Participants’ encounters with DanishA dual language learning barrier to labour market advancement: Helena’s views and experiencesPublic discourses regarding other languagesIdeologies regarding bilingualism and multilingualismEnglish as the new lingua franca: A neutral vehicle of communication? A highly valued asset?NotesReferences8 ConclusionIntroductionRevisiting the research questions and summary of findingsResearch question 1Research questions 2 and 3Research question 4Directions for future researchFaroese as an Additional Language (FAL)Understanding investment in language learning: a diary study with a small group of focal participantsMultilingualism as added valueLanguage, inclusion and labour marketsThe policy implications of the researchNoteReferencesIndex