As the world is becoming increasingly more multilingual and with the advent of the "multilingual turn" (May 2014), learning languages other than English (LOTEs) has recently caught the attention of some language learning researchers. However, almost all of the studies of the experiences of individuals learning LOTEs have been carried out in the context of stable or peaceful states. Also, there is still a dearth of research exploring the challenges and strategic language learning efforts of individuals learning a LOTE in conflict-affected and war-related situations. Therefore, the qualitative study reported in this talk explored six internally displaced Syrians' experiences of learning Turkish as L3 or L4 during their stay in Afrin on the Syria-Turkey border. Particular attention was paid to their underlying language learning motivation, learning goals and associated strategy use across different settings. Language learning strategies (LLSs) here refer to "an individual's active engagement in the learning process within a particular situated setting to accomplish their proximal goals (i.e. to learn a language for immediate gains) or/and ultimate ones (i.e. master language for academic/professional/national advancement)" (Hajar 2019, p. 33).
The findings illustrate how the participants viewed their Turkish language experiences as not only an opportunity to expand their linguistic repertoires, but also represent a major turning point in their lives that impacted their self-identity. That is, learning and mastering Turkish for most participants tended to be conceived of as a bridge to escape from the inferno of the civil war, a way to secure better, safer lives for themselves and their family members and an opportunity to create a more advantageous identity for themselves by helping them accomplish their academic and professional advancement in Turkey. Related to this, some participants used a number of voluntary (i.e. essentially internalised within the self) strategies in an attempt to accomplish their ideal end state and desired identity. In addition to LLSs using technology-mediated language resources, such as watching Turkish programs with subtitles and joining WhatsApp learning groups, they sought out alternative mediating paths by strengthening their relationship with Turkish people working in one of the humanitarian organizations in Afrin. This study demonstrates the importance of SLA research to serve all multilingual people, not just the privileged, by conducting empirical studies in non-affluent geographies. LLS researchers also need to uncover the situated and dynamic uses of LLSs used by individuals to learn LOTEs.
References:
Hajar, Anas. 2019. International Students' Challenges, Strategies and Future Vision: A Socio-Dynamic Perspective. Bristol, UK: Multilingual Matters.
May, Stephen. 2014. The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York: Routledge/Taylor & Francis.
