LITERACIES IN MOTION: TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL

"Literacies in Motion: Transnational Lives and Lifelong Learning in the US and Nepal," is a multi-sited, ethnographic case study of adult Bhutanese refugees' English language and literacy learning in the transnational contexts of the Bhutanese Diaspora and subsequent refugee resettlement. Specifically, I look at two refugee education programs that provide intensive English language training, the Pima Community College Adult Education Refugee Education Project (REP) in Tucson, Arizona and Caritas-Nepal's Spoken English Center at the site of the Bhutanese refugee camps in Jhapa, Nepal. As a teacher engaged in classroom inquiry in the REP program in Tucson, I was interested in how multilingual adults who strategically and complexly identified as refugees also understood themselves as English language learners and what effect these orientations might have on learning processes and classroom dynamics, especially related to literacy instruction. This initial classroom research gradually expanded to include research in the homes and community spaces of the Nepali-speaking Bhutanese students who invited me to participate as a teacher-researcher in their cultural events and neighborhood meetings and, eventually, to global sites of inquiry in the Bhutanese refugee camps in Nepal. Altogether, I conducted ethnographic research over a period of 5 years, including classroom observations, teacher and learner interviews, and literacy artifact collection in homes, schools, and community spaces. My findings show that while linguistic inequalities within the communicative contexts of refugee resettlement worked to constrain adult language learners' second language literacies in the classroom, refugees' own mobile knowledge networks and global language investments allowed for more flexible multilingual and multimodal literacy resources and practices. Furthermore, while there is a profound, collective investment in English language learning in refugee camps in Nepal prior to resettlement, this investment is complex and learners often demonstrate deeply ambivalent attitudes toward the benefit of learning English especially later in life. While much local effort is invested in "empowering" teachers and adult learners through English education, true fluency among older adults in the refugee camp remains extremely limited to a truncated classroom repertoire (i.e. copying from the board, repetition, and simple greetings). Instead, adult learners, especially women, flourished in other ways through language center leadership, recruitment, and coordination involving translingual, transcultural, and multimodal skills. By considering the ways in which women refugees' expanding communicative repertoires outside of class operate in the refugee camp, and then travel through the migratory space of refugee resettlement, this study supports the work of emerging voices in the field of rhetoric and composition (i.e. Rebecca Lorimer Leonard's "traveling literacies") as well as those more established in literacy studies and applied linguistics (i.e. Jan Blommaert's "grassroots literacies" and "mobilization of language resources") to forward a mobile literacies construct that helps to explain the affordances and constraints of traveling language resources in a globalized world. Discrepancies found in both US and Bhutanese refugee camp contexts between the truncated English language repertoires of adult learners in class and their expanding translingual and multimodal repertoires outside of class, suggest important implications for translocal language policy and planning for multilingual learners.Dissertation not available (per author's request)Restricted upon submission; 26-May-2015 / k