Affiliation:
1. California State University, Channel Islands, USA
Abstract
The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related to the following research questions: What are the beliefs of four elementary-aged Afghan refugee children regarding their first language? What are the teachers' beliefs regarding the use of first language at school? Findings indicated that the children were divided on their perspectives on using their first language at school and the possibility of having a first language class. The female children did not want a Pashto class, while the male focal children welcomed it, with some contradictions from the child in kindergarten. Moreover, most teachers emphasized that Afghan students focus on the school's languages of instructions, English and Urdu, and restricted Pashto to the home. Many teachers believed the first language maintenance should be parents' responsibility and regulated within the home. The author concludes with implications for educators.
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