Understanding the settlement experiences of newcomer adult EAL students as they seek belonging within their new communities in urban New Brunswick
University of New Brunswick
This study explores the settlement experiences of newcomer adult EAL students as they seek belonging within their new communities in one urban New Brunswick city. In adopting a critical multicultural education framework, which uses a critical and transformative meta-orientation, identity work, anti-racist education, and culturally responsive teaching, I explore how social interaction and belonging are understood by nine participants in one urban New Brunswick city. Using a case study methodology, I triangulate my findings using a focus group, a participatory map-making activity, and individual interviews. Three themes emerge from the research and are discussed as: attachment and community, comfort and security, and local knowledge and local language. I suggest implications for teachers, policymakers, settlement language organizations, and the larger community, including newcomers themselves.