title: French foreign language teacher training: the case of Liberian refugee teachers from the multicultural and multilingual Nicla refugee settlement, Guiglo, Côte d’Ivoire, West Africa

authors: Knightley, George Michael Cyrus

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 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.

text: French foreign language teacher training: the case of Liberian refugee teachers from the multicultural and multilingual Nicla refugee settlement, Guiglo, Côte d’Ivoire, West Africa 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 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.

year: 2018

title: Unheard voices: Adults with ADHD in Aotearoa New Zealand

authors: Murray, Amy Jo

subjects: attention-deficit/hyperactivity disorder

abstract: Attention-deficit/hyperactivity disorder (ADHD) is a well-researched condition within multiple editions of the Diagnostic and statistical manual of mental disorders (DSM). Historically, ADHD was believed to be a childhood condition that typically diminished in adolescence. However, current research confirms that not only does ADHD often continue into adulthood, but its impact also has a cumulative effect over the lifespan. Consequently, adults not diagnosed in childhood are a growing demographic of ADHD diagnoses. Within this growing demographic, there is little research on the lived experiences of adults with ADHD, and none were found in Aotearoa New Zealand. The purpose of this study was to explore the similar and differing lived and ableist experiences between groups of adults who were diagnosed with ADHD in childhood, adolescence, adulthood, and those who suspect they have ADHD. Data were collected from eight participants (two from each diagnosis group) using online survey software and online one-to-one interviews. The study used a mixed-method design, and data were interpreted using hermeneutic phenomenology and critical disability theory frameworks to explore participants' lived experiences with ADHD. Findings revealed some differences in life trajectories and between-group experiences of participants with diagnosed or suspected ADHD. However, most experiences revealed a commonality centred around feelings of frustration, rejection, shame, and the lack of personal agency. These experiences and normative social discourses prompted participants to actively police and mask their behaviours and ADHD characteristics. Participants reported lacking crucial knowledge to navigate life internally and externally with ADHD due to the absence of relevant guidance and support. The impact of these internal and external difficulties was compounded by the ableism they faced related to their ADHD. Early ADHD diagnosis followed by comprehensive ADHD information and support within the broader community, i.e. educators and health professionals, would have facilitated more positive lived experiences according to participants. This study indicates that early information, treatment, and support could mitigate the unseen personal toll associated with having ADHD. Additionally, the results highlight the need for further research to understand better the most needed supports and how they might best be made available.

text: Unheard voices: Adults with ADHD in Aotearoa New Zealand Attention-deficit/hyperactivity disorder (ADHD) is a well-researched condition within multiple editions of the Diagnostic and statistical manual of mental disorders (DSM). Historically, ADHD was believed to be a childhood condition that typically diminished in adolescence. However, current research confirms that not only does ADHD often continue into adulthood, but its impact also has a cumulative effect over the lifespan. Consequently, adults not diagnosed in childhood are a growing demographic of ADHD diagnoses. Within this growing demographic, there is little research on the lived experiences of adults with ADHD, and none were found in Aotearoa New Zealand. The purpose of this study was to explore the similar and differing lived and ableist experiences between groups of adults who were diagnosed with ADHD in childhood, adolescence, adulthood, and those who suspect they have ADHD. Data were collected from eight participants (two from each diagnosis group) using online survey software and online one-to-one interviews. The study used a mixed-method design, and data were interpreted using hermeneutic phenomenology and critical disability theory frameworks to explore participants' lived experiences with ADHD. Findings revealed some differences in life trajectories and between-group experiences of participants with diagnosed or suspected ADHD. However, most experiences revealed a commonality centred around feelings of frustration, rejection, shame, and the lack of personal agency. These experiences and normative social discourses prompted participants to actively police and mask their behaviours and ADHD characteristics. Participants reported lacking crucial knowledge to navigate life internally and externally with ADHD due to the absence of relevant guidance and support. The impact of these internal and external difficulties was compounded by the ableism they faced related to their ADHD. Early ADHD diagnosis followed by comprehensive ADHD information and support within the broader community, i.e. educators and health professionals, would have facilitated more positive lived experiences according to participants. This study indicates that early information, treatment, and support could mitigate the unseen personal toll associated with having ADHD. Additionally, the results highlight the need for further research to understand better the most needed supports and how they might best be made available.

year: 2021

title: An accountability model for Pakeha practitioners

authors: Huygens, Ingrid Louise Maria

subjects: Maori

abstract: This paper outlines a model of accountability for Pakeha practitioners developed over many years
as a practising community psychologist involved in research and development projects in Aotearoa
in the 1980s and 1990s, during an era of contract-funded health projects, and increasing
prominence of the Treaty of Waitangi2. The model could be termed 'transformative' in that it
reverses the usual flow of power by making the Pakeha practitioner accountable to relevant Maori
authority, and maximises the potential for new outcomes and new learning for all parties. A brief
case study is outlined where the model placed a local iwi governance structure and a national
psychiatric survivor organisation in positions of authority alongside the funder of a mental health
project. Helpful conditions, positive outcomes and barriers to transformative accountability
processes are briefly discussed.

text: An accountability model for Pakeha practitioners This paper outlines a model of accountability for Pakeha practitioners developed over many years
as a practising community psychologist involved in research and development projects in Aotearoa
in the 1980s and 1990s, during an era of contract-funded health projects, and increasing
prominence of the Treaty of Waitangi2. The model could be termed 'transformative' in that it
reverses the usual flow of power by making the Pakeha practitioner accountable to relevant Maori
authority, and maximises the potential for new outcomes and new learning for all parties. A brief
case study is outlined where the model placed a local iwi governance structure and a national
psychiatric survivor organisation in positions of authority alongside the funder of a mental health
project. Helpful conditions, positive outcomes and barriers to transformative accountability
processes are briefly discussed.

year: 1999