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Thesis SUBMISSION 26 April http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. FRENCH FOREIGN LANGUAGE TEACHER TRAINING: THE CASE OF LIBERIAN REFUGEE TEACHERS FROM THE MULTICULTURAL AND MULTILINGUAL NICLA REFUGEE SETTLEMENT, GUIGLO, COTE D’IVOIRE, WEST AFRICA A thesis submitted in fulfilment of the requirements for the degree of Master of Arts at The University of Waikato by GEORGE MICHAEL CYRUS KNIGHTLEY 2018 Abstract This study investigated challenges Liberian refugee trainees face during French as a Foreign Language (FFL) training at Nicla camp, Côte d’Ivoire. It attempts to understand the circumstances surrounding the FFL teachers’ training as well as to describe patterns of communication in FFL teachers’ multilingual and multicultural training classes. The trainees’ main motivation for joining the FFL training was to benefit from refugee resettlement program in developed French speaking countries. They preferred standard French and adopt French metropolitan culture. Thus, trainees, trainers and the organizers agreed to only using French during the training. The challenge was that most of trainees did not speak, read, write or understand French. For interpretation purposes, several Liberian languages were used in class. Multiculturalism and multilingualism in language has been a popular topic debated amongst linguist, activists and academics. The study helps to systematize all ideas and practices regarding the programme by investigating to what extent the FFL trainees’ linguistic and cultural origins influence French language training. A descriptive mixed-method design methodology combining qualitative and quantitative approaches was used to collect data from ten Liberian refugee FFL teacher trainees using a questionnaire, individual interviews, focus group interviews, and the trainees’ textbook, Extra ! 2. Data was transcribed by UNHCR clerks. Results showed that (i) Liberian languages are used during FFL training and influence the programme; (ii) cultural differences between trainees’ culture i and French culture demonstrate the existence of stereotypes and representations, which cause culture shocks to trainees; (iii) Extra ! 2, was not considered as a suitable textbook for the programme; (iv) poor recruitment process, training policy and practice in place, and poor implementation of the programme resulting from the lack of resources, funds, the non-existence of trainers’ training programme and development have had a negative impact on the training. The study found that improving training conditions, training trainers in the context of multiculturalism as well as accessing resources and funds could help trainers to work successfully with a multilingual trainees’ classroom. Extra ! 2, has no mention of trainees’ cultures or languages, which makes culture shock greater than it needed to be. A need to introduce a cross-cultural chapter in the programme or the use other FFL teacher training materials that talk about trainees’ cultures or Francophonie was demonstrated. There is also a need to review the current training program and to update it from time to time. Abandoning Extra ! 2 and using suitable FFL resources that respond to trainees’ need would benefit the programme. To respond to trainees’ needs and to improve the FFL teacher training programme at Nicla camp, funding is crucial. All parties also need an ongoing dedication to professional development. Key recommendations include a need for funds, further engagement and accountability by UNHCR, its partners and donors in fully supporting the project. Keywords: FFL training, multilingual, multicultural, refugee, refugee camps, education. ii Acknowledgments Academic work is a journey that aspires my dream. Let me seize this opportunity to thank God and those who walked by my side during this journey by contributing morally, spiritually and physically. Your support has been the fuel to my success in this work. I would not be here without your support. This work is dedicated to the many refugee trainees committed to teaching and learning in the camp’s tough and challenging conditions. Refugee FFL teacher training matters and it should be assured as an aspect of the right to education for all. Unfortunately, it does not. Many challenges exist that restrict trainees from obtaining a proper FFL training with dignity. I am exceptionally thankful for the invaluable support and expertise of my supervisor, Dr William Jennings, who kept faith in me during this journey. I would also like to thank my family for being understanding, their encouragement, love and prayers. All this would have been impossible without their support. I thank trainees and all actors from Nicla camp for their help, which was imperative for my study. I have no right to forget presenting my thanksgivings to all my friends both near and far, for their unconditional help and understanding during this journey. Thank you all. iii TABLE OF CONTENTS INTRODUCTION ........................................................................................................ 1 PART 1: FRENCH TEACHER TRAINING AT NICLA CAMP: BACKGROUND AND RESEARCH OBJECTIVES ............................................................................... 3 Nicla camp ................................................................................................................ 3 French teacher training at Nicla camp..................................................................... 7 Research objectives ................................................................................................ 15 Research questions ................................................................................................. 19 PART II. EDUCATION SYSTEM IN COTE D’IVOIRE VERSUS EDUCATION IN NICLA REFUGEE SETTLEMENT .......................................................................... 20 The education system realities................................................................................ 20 French language in Nicla primary schools: objectives and motivation ................. 23 The Extra ! 2 Programme....................................................................................... 24 Reflection on language application ................................................................... 26 Examples from Extra ! 2 versus the Liberian refugee lifestyle reality ................ 27 Education and FFL teacher training context ......................................................... 29 PART III: THEORETICAL REFERENCE FRAMEWORK................................... 31 Cultural issues in language teaching ..................................................................... 31 Cross-cultural phenomena ................................................................................ 33 Culture shock in FFL training ........................................................................... 35 PART IV. Research Methodology .............................................................................. 37 Research context .................................................................................................... 38 iv Data collection and processing .............................................................................. 38 Research question............................................................................................. 39 Identification of the targeted population and sample selection ........................... 39 Literature review .............................................................................................. 40 Data collection ................................................................................................. 40 Survey .............................................................................................................. 40 Semi-structured interview ................................................................................. 41 PART V. RESULTS ................................................................................................... 42 Participants’ profile ............................................................................................... 42 FFL training: Trainees’ learning and teaching ................................................... 46 FFL teachers’ syllabus ........................................................................................... 77 PART VI: DISCUSSION ............................................................................................ 88 Foreign language in a multilingual context: learning and teaching ...................... 88 Cross-culturalism in FFL teacher training ............................................................ 90 Trainees picturing the French and French culture .............................................. 91 Reason(s) of choice to join the FFL training ..................................................... 93 PART VII. RECOMMENDATIONS
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