Migration and literacy: a study of somali women in Oslo

Abstract

At present, the demand and the necessity for immigrants to acquire Norwegian language skills is being highlighted and emphasized throughout various forums in Norwegian society. But what is noticeably absent in all of these discussions is an awareness of the challenges and dilemmas experienced by adults throughout the process of language acquisition. The principle aim of this study is to assess the factors that influence literacy acquisition in the Norwegian language amongst Somali women. In addition, a number of related aims – such as describing the literacy events of the subjects in the Norwegian social setting – have been taken into consideration, in order to provide a more detailed and thorough understanding of the importance of acquiring destination language skills. The other aim of this study, which focuses on the acculturation experience, will investigate the challenges faced by both of the parties involved in this process: the subjects and the society in which they are resettling – Norway. This research is predominantly qualitative in nature, in order to allow for a comprehensive and authentic means of exploring the aims of this study. The findings of the study are based on interviews with six Somali women who reside in Oslo. The thesis aims to outline the impact of migration conditions upon the language learning process. By examining the concept of literacy, this study draws attention to the relationship between literacy and language, as well as reviewing and analyzing theories in the field of adult literacy and learning. The study also provides a description of the group to be studied, focusing on the development of written Somali and literacy acquisition in Somalia, while outlining the living conditions of the Somali population in Norway. This thesis provides an assessment of previous studies on factors influencing immigrants‟ language acquisition in the destination country. In addition, the thesis applies the concepts of acculturation and integration when considering the dynamics of migration. The results of the investigation carried out found individual motivation to be an important factor amongst the group of women who were studied. It found that the motivation to learn the language was closely connected to personal goals. The study found that education acquired in Norway, prior knowledge of the English language and of written Somali, and the circumstances during the period of arrival, were all influential factors. It was found that the literacy events of those subjects who had children varied from those who did not have children, both in and outside the home. Similarly, it found that the work domains could influence and contribute to the language learning process.