Language communication difficulties among newly arrived Iraqi high school students

Australian Classroom

The effect of learners' past experiences on L2 communication

Lack of opportunities for practice and use L2 at home

A transition from English teachings in Iraq to Australia

Peer interaction and learner-centred method

The choice of using educational learning resources and technology

Comprehensive input

Strategies used by learners in coping with language communication difficulties

Point of noticing in second language acquisition SLA

Self-learning, access and support

Interpersonal relationship- peer interaction opportunities for input and output

Using authentic and relevant resources- access to the media

The necessity of cultural exposure and input

Body language

Facial expressions and eye movements

Summary

Overview

This chapter presents and reports significant findings from the individual and group interviews with six Iraqi new arrival students attending the secondary school in Australia. It also discusses findings with regard to the central research questions and makes links to the literature review presented in Chapter Two. The aim of this study, as mentioned earlier, is to explore the language communication difficulties faced by Iraqi newly arrived high school students in the mainstream classrooms in Australia. The research questions aimed to investigate the possible challenges faced by these students, factors which have influenced such challenges, and the strategies that the participants have employed in coping with these challenges.

Previous research on this topic of investigation has yielded little results; however, there is plenty of literature regarding Arab, international, Middle Eastern, and Asian students in the Australian context. Arab people are accustomed to sharing the dominant Arabic language in their daily interactions and communications with each other. Some differences appear in the dialects, but it does not mean that they share the same cultures and traditions among them. Arab countries are religiously and ethnically diverse with Islam as the dominant religion in most countries. Accordingly, the researcher seeks to highlight some educational and cultural issues of Iraqi students in Australia to show that little difference has strong and direct impact on their language communication within classroom.

To explore Iraqi students' language communication difficulties, three central research questions were set, these as follows:

1. What are the language difficulties faced by Iraqi students in English communication in the mainstream classroom?

2. What factors have influenced such difficulties?

3. What strategies have students employed to cope with these difficulties?

In response to the research questions, several themes emerged regarding Iraqi students' language communication difficulties. These themes are presented and discussed in more details in the following sections.

4.3 Lack of opportunities for practice and use L2 at home

Question three asks if the Iraqi learners speak English and if they can, is it an activity they perform at home. The findings (shown below-with quotes and a graph) demonstrate that 100% of the Iraqi students speak English. The six Iraqi students report that his or her siblings all speak English and that Arabic is the preferred language at home. Another finding is that English is spoken primarily by the fathers and rarely by the mothers. With Arabic as the language spoken at home the Iraqi learners have limited opportunities to practice with his or her parents and siblings.

We do not speak English at home in front of my father because he encourages us to use Arabic so we will not lose or forget it. I like to speak English with my younger brother to improve our speaking, pronunciation and listening. (Adam)

When I have homework or presentation... my sister corrects spelling or pronunciation mistakes or need for improvement. I sometimes teach my mother some words that she needs them when she goes shopping or sees her doctor. (Amal)

We don't speak English to each other at home just a few words which my youngest brother doesn't understand them in Arabic. My father urges us to teach him the words in Arabic not in English so that he will not forget or lose his first language. (Hashim)

I sometimes speak English with my youngest brother because I see that it is very easy to inform or communicate with him. My mother refuses to do that in front of her because she can't understand us. (Nuha)

Appendix C

English Speaking Parents

English Speaking Characteristics

4.4 A Transition from English Teachings in Iraqi to Australia

All of the Iraqi students surveyed arrived in the late spring or summer of 2008. The time frame presents a unique situation; the learners would have the May, June, July, and August to study English and to be better prepared for the Australian school system because the English skills obtained in Iraq were porous.

Question number one asked the Iraqi learners about who they were and about his or her educational background. There were some interesting results in the answers obtained. First, all six participants were between the ages of 15 and 18 and 100% of them had started studying the English language in grade 5 at home in Iraq. Another observation is that 80% of the Iraqi students reported that they were a full grade level below in Australia; the remaining 20% were two grade levels behind his or her current educational pace in Iraq. This interesting fact demonstrates that the Iraqi school system is behind the Australian school system and the Iraqi learners will need further 2nd language training.

The fourth question delves into the educational background of the Iraqi students parents. A Muslim belief dictates many of the findings because Iraqi females often are not schooled and in some cases are illiterate. Sixty percent of the males have college level education, 40% of the males have a military or government background whereas 20% of the females have obtained advanced educational opportunities. All the parents have studied English since arriving in Australia. One hundred percent of the males are comfortable speaking English to communicate daily wants and needs outside the home, but only 20% of the females have the same comfort level. Due to the lack of education the females have private English language tutors.

4.4.1 Peer interaction and learner-centred method

The sixth question asks the Iraqi learners how they dealt with the difficulties they faced. Most of the Iraqi students discussed the development of friendships with the native Australian students as helpful. Other items Iraqi students discussed were watching movies in English, reading, practicing, and asking the teachers more questions. Question number seven asks the Iraqi learners to describe his or her opinion on peer interaction. All the learners mentioned that it is beneficial in many ways from working with his or her peers. Culture beliefs, new words, definition of words, are answers that have been included by most of the Iraqi students (see quotations and chart below). When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities.

I'm sure it is very important because it improves my language communication skills. (Adel)

When I discuss with my classmate any topic in the classroom, it helps me to better understand the lesson as he or she has the language competency. I learn new words, expressions and ideas which assist me to interact with peer and teachers effectively. (Hashim)

Peer interaction is crucial for students like my situation; it helps me to communicate with native speakers who have the language knowledge and perfect pronunciation. Those students [native speakers] helped in explaining what I didn't understand. (Adam)

Peer interaction teaches us how to listen to others, and it shows us some cultural and social attitudes through the direct contact with native speakers. (Nuha)

Appendix E

Advantages and Disadvantages of Friends

4.4.2 The choice of using educational learning resources and technology

The teachers focused on the dialogue in the text book to encourage us to speak. They do not use technology such as computer, projectors, or even whiteboards. Most of the schools still use blackboard and chalks. (Fahad)

There was absence of using computer to access Internet to do communicative activities. Some teachers do not know how to use computer, they depends on the text book only. (Adam)

In Iraq the students often were asked to learn from the text book and did not use emerging technology such as computers, projectors, and whiteboards to enhance the learning experience. While in the Australian schools, learners use different types of educational learning aids -- such as whiteboard, projector, computer, language laboratory, recorders, etc. Students have access to the Internet whenever they need; it helps them to do presentations or other class activities.

4.4.3 Comprehensive Input

The teaching methods adopted in the Australian school assist L2 learners to pronounce words intelligibly when interacting and participating within the classroom. Teachers encourage and help L2 students to choose the appropriate word in various situations, which leads to building learners' language knowledge and competency.

This helped me a lot to listen to the correct pronunciation and introduced to new words and expressions. It assisted me to speak in the classroom and using those new words. (Hashim)

I was listener more than speaker, but gradually I used to interact with them in different life subjects not just about the school without any difficulty. I learned lots of new words, expressions, idioms and even my pronunciation became better that helped me to interact effectively inside the classroom. (Adel)

However, many L2 students, especially from Middle East and North Africa MENA countries, need more time to obtain the language knowledge and to know others' cultural and social traditions. Question number five asks the Iraqi learners what they had the most difficulty with when starting high school in Australia. All of the students surveyed discussed multiple difficulties when describing his or her educational experiences when first entering Australia. Most of the surveys described the educators as unwilling or unable to understand the 2nd language difficulties facing the Iraqi students. Eighty percent of the Iraqi learners surveyed had little to no interaction during the classroom discussions because of high anxiety levels. Primary reasons (shown below) deal with the teacher and cultural differences and connects them into perspective.

I usually have a language knowledge problem when introducing to a new topic which I don't have enough information about it. It is difficult to understand what the speaker is talking about. (Fahad)

Appendix D

Difficulties Facing Iraqi Students

4.5 Strategies used by Learners in Coping with Language Communication Difficulties

The sixth question asks the Iraqi learners how they dealt with the difficulties they faced. Eighty percent of the Iraqi learners mentioned that completing the homework assignments was important in helping deal with the difficulties. Sixty percent of the Iraqi students discussed the development of friendships with the native Australian students as helpful. Other items Iraqi students discussed were watching movies in English, reading, practicing, and asking the teachers more questions. All the learners mentioned that it is beneficial in many ways from working with his or her peers. Culture beliefs, new words, definition of words, are answers that have been included by most of the Iraqi students. When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities.

Question number eight asks the Iraqi learners how they feel when they do not understand teacher, friend, or a classmate. One hundred percent of the Iraqi learners discussed feeling of embarrassment, shyness, and frustration when they are unable to understand English communication from a teacher, friend, or a classmate. One responder mentioned that the English teachers in Iraq are poor, thus the reason for language issues (understanding) in Australia. Another student described that the teacher was the only person who was important in the classroom and that he or she can speak to his or her classmates any way possible. Eighty percent of the learners mentioned that they ask for the teacher, friends, or classmates to please explain and at time to repeat what was already stated.

4.5.1 Point of noticing in second language acquisition SLA

According to professor John Truscott the point of noticing system in teaching a second language is broken and needs to be modified (1998). Truscott's research on point of noticing will yield information that will help educators, administrators, and decision-makers to understand better the immigrant students' educational needs in terms of 2nd language communication difficulties. Understanding such learning obstacles will make a contribution in recognising and conveying students' voices, especially new arrivals, to the educational decision-makers toward seeking appropriate resolutions. Truscott believes that the point of noticing system is ineffective because it is not based on any clearly theory of language (1998). Truscott's study will help immigrant students to employ successful strategies to cope with possible language communication difficulties faced during his or her second language learning.

Paying more attention to the teacher is very important because we will understand what he or she is talking about and asking for. This keeps us connected to the teacher and lesson. (Nuha)

I paid more attention to my teachers to know or at least to understand the main idea that they are talking about. (Amal)

I would like to advise new arrival students to pay more attention to what the teacher says.I wasn't pay attention to the teacher. On the following day, the teacher asked me about what I did understand from yesterday class. I didn't remember anything about it. (Adam)

Research related to the topic of exploring language communication difficulties among Iraqi students in Australia is gaining popularity, especially in obtaining more insights into the Iraqi new arrival students and their language communication barriers in the mainstream classroom. There have been many studies and literature regarding Arab, Middle Eastern and Asian language communication difficulties in the Australian, American and European context, which has helped in the research process.

4.5.2 Self-learning, access and support

Question number 12 asks the Iraqi learners what percentage of language proficiency he or she has obtained since arriving in Australia. Many of the learners feel they are adequately proficient with English as a primary form of communication. The Iraqi learners shared that the best strategies for self-learning are completing the homework, practicing, spelling, using new words, and talking with Australian English speakers. Some of the Iraqi learners mentioned that an electronic dictionary is helpful; one student said keeping a journal or a diary was also helpful. Self-learning requires the students to be intrinsically motivated; the intrinsic motivation will allow the students opportunities for self-improvement as 2nd language learners.

We don't have to neglect or delay any homework as it might contain new words and idioms that we need to learn them so we can use them inside and outside the classroom. (Hashim)

Doing my homework every time, it helped me to learn new words and expressions. (Amal)

It [homework] helps us to improve our writing and spelling as well. We have to do our homework first in order to manage and control our time and study. (Adam)

When I find new words I write them down in my diary. I then try to listen to their pronunciation and find the suitable meanings by using an electronic dictionary. (Adel)

I'm using an electronic dictionary to help me to find the exact meaning of word and how to use it in different sentences. (Nuha)

4.5.3 Interpersonal relationship- peer interaction opportunities for input and output

The Iraqi students believed the development of friendships with the native Australian students as helpful. The ability to have opportunities to exchange dialogue was important practice time. Simple friendly conversations can generate a high volume of input and output for the 2nd language learners. The Iraqi students said watching movies in English and listening to the radio was beneficial. This provided the learners with an opportunity to hear native speakers displaying input and output in an everyday setting.

All the learners mentioned that it is beneficial in many ways from working with his or her peers. The Iraqi students believe that culture beliefs, new words, and having a friend define of word are important aspects in the 2nd language learning process. When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities.

During the last two years, I was spending 7-8 hours daily with my classmates or friends who speak English fluently. (Adel)

New arrival students need to make a friendship with the native speakers as they [the latter] know about English language. (Nuha)

The other thing I would like to advice new arrival students is to make a 'positive' friendship with native speakers to help them to learn new words that can be used during their study and daily life. (Fahad)

A better way to do that [making a friendship] is by joining a soccer or footy club to play with friends so that they feel that you belong to the group. This helps students to integrate with the society and use English every day. (Hashim)

4.5.4 Using authentic and relevant resources- access to the media

The Iraqi students believe it is important to assimilate into the new Australian culture, and it is important for them to have an understanding of how individuals undergo daily routines and activities. The Iraqi learners discussed watching the news and listening to the correspondents interacting with one another was helpful in learning English as a 2nd language learner. Watching movies in English and the interaction and communication between the actors is another learning tool the Iraqi 2nd language learners have used successfully.

My way was to study hard and learning new words everyday by listening to the news in English. (Amal)

There are many way I used them to overcome the language difficulty such as watching movies, listening to the news and music in English. (Hashim)

4.6 The necessity of cultural exposure and input

It is necessary for Iraqi L2 learners to be connected with others from various backgrounds, especially Australians, in order to integrate culturally and socially. This will help L2 learners get more opportunity for verbal or non-verbal communication. Culture exposure helps individuals (especially learners) gain confidence and to become more aware of local customs and traditions. The lack of cultural exposure and awareness may lead to embarrassment, shyness, and frustration when they are unable to understand English communication and cultural beliefs from a teacher, friend, or a classmate. One learner discussed the importance for all Iraqi immigrants in Australia to seek employment because working in the community may help strengthen an individual's communication and local culture awareness.

A major cultural difference between Iraq and Australia is how the females are treated in society. In Iraq the females are secondary figure to their male counterparts; in Australia females are equal to males in every social aspect. One of the Iraqi students commented on how well the females were treated in the Australian society.

Some people in Australia especially from the Iraq community started looking for work when they come here since 2008. I think this is a good idea including when they're studying. Because when they look for job, it gives them more expressions and important ideas. When they find any job, they have to communicate with other people who speak English especially Oz's (Australian). This is very important to improve the language and to introduce Iraqi community and other communities to the Australian culture and workplace. (Adam)

4.6.1 Body language

The ninth question asks the Iraqi learners to describe his or her body language used in communicating. The Iraqi learners mentioned that body language is an effective communication tool to aid in learning a 2nd language. One hundred percent of the students mentioned nodding, the use of hands, eye contact, humming, and facial expressions as forms of body language expression to communicate his or her message. The Iraqi 2nd language students may look for any way possible to communicate when unsure of language or expressions (See chart below).

When I speak I use my hands too much as I've been told by my friends...During listening, I usually hum and do nodding. I also use facial expressions to show agreement or refusal. (Adam)

I'm professional in using many body parts in different situations. I'm nodding, using eyes contact and facial expressions when I listen. When I speak I always use my hands to give more explanation of what I'm talking about. (Amal)

I sometimes use hand movements when I speak thinking that I convey or assure the correct information. However, I use my hands for a specific situation such as telling directions when someone asks me. (Adel)

4.6.2 Facial expressions and eye movements

Facial expressions and eye movements (eye contact) are important aspects of communication for 2nd language learners. When verbal communications slow because of limitations the Iraqi 2nd language learners believe eye contact and facial expressions are important components in expressing themselves to his or her friends and teachers.

I use facial expressions when I listen to someone at specific situations. However, I rarely use those gestures or body language with my teacher as he/she asks for more details. (Nuha)

I also use facial expressions to show agreement or refusal. (Adam)

I'm using facial expressions to show happiness, disgust, anger and surprise, or I don't like to speak or show interest. (Hashim)

I'm using eyes contact and facial expressions when I listen to show lack of interest or the opposite. (Amal)

4.7 Summary

The above sections started with the effect of students' past experience issue in learning English in Iraq. This issue I believe is the main factor which has a strong impact on their language communication and behaviour in the Australian mainstream classrooms. The Iraqi student's social structures can be modified and improved with enhanced cultural awareness and improvements in communicating the English language. The Iraqi learners' world views will continue to grow as they acclimate into Australian society.

The major issues of importance for the Iraqi learners are the lack of English skills gained from the Iraqi educational system, cultural issues, and general problems that face all 2nd language learners. The reoccurring theme among the Iraqi learners is by doing homework, practicing, and working hard in school will help overcome obstacles and challenges in 2nd language learning. The Iraqi students have learned that many challenges (as a 2nd language learner) can be overcome with practice, determination, hard work, and dedication from the teachers.

The Iraqi learners need more support from his or her individual parents. The learners need the parents to be more willing to practice speaking English with them at home. The teachers in the mainstreamed classroom must remain patient and remember that the Iraqi 2nd language learners are facing more difficulties than other learners in the classroom. This research project has generated many positive outcomes that will help learners to become better 2nd language learners in a foreign country. The data obtained from the Iraqi learners demonstrated that English as a 2nd language can be attained by the students with proper training and techniques for the educators and learners alike.

1. Correlation between homework and 2nd language learning

2. Mainstreaming the classroom

3. Studying the Iraqi educational system looking for downfalls in teaching English

4. More focus on developing strategies for more classroom interaction from 2nd language learners

5. Educators receiving more training to work with 2nd language learners

6. Peer collaboration in learning a 2nd language

7. Finding new ways for 2nd language learners to practice using the language

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Chart1

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Parents who speak English

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Fathers 5

Mothers 1

To resize chart data range, drag lower right corner of range.