Voices of Resilience: The Language Learning Experiences of Married Syrian Refugee Women in the United States

Date of Award

6-2025

Degree Name

Doctor of Philosophy

Department

Education and Human Development

First Advisor

Virginia David, Ph.D.

Second Advisor

Selena Protacio, Ph.D.

Third Advisor

Louann A. Palmer, Ph.D.

Keywords

Capital, investment model, refugees, resilience, Syrian, women

Abstract

According to the UNHCR (2025), more than 14 million Syrians have been forced to flee their homes. Since the Syrian civil war began in 2011, the United States has resettled approximately 22,000 Syrian refugees, with more than half being women. This study explores the intricate relationship between English language learning and the resettlement experiences of married Syrian refugee women in the U.S. This study investigates how language investment, language learning experiences, and different forms of capital shape the resilience and integration of this understudied demographic during their early resettlement period.

The research is framed by the central question: How do married Syrian refugee women navigate the complexities of English language learning amidst the multifaceted demands of resettlement? The purpose of my study is to investigate the personal lived experiences of married Syrian refugee women in learning ESL post migration to the U.S. along with the resilience factors that have contributed to their transition and social integration in society.

The framework for this study is adapted from Darvin and Norton’s (2015, 2023) Model of Language Investment, which highlights the intersection of identity, ideology and capital. I specifically focused on the various forms of capital that inform investment decisions in participants’ language learning journey that impacted their stories of resilience and adaptation.

This study employed a qualitative narrative inquiry approach, recognizing the power of personal stories in illuminating complex social phenomena. The research design included 10 married Syrian refugee women, who resettled to a Midwestern U.S. state within the last one to three years, and who have been attending free ESL classes offered in the community. In-depth semi-structured interviews were conducted in the participants’ first language, Arabic. The analysis focused on identifying recurring themes related to language investment, language learning experiences, barriers, forms of capital, and the impact of English learning on resilience and integration.

The findings highlighted the complex interactions between traditional gender roles and language investment, with some women leveraging domestic responsibilities (e.g., children's schooling) as motivation for English learning. Secondly, the findings indicate that ESL program inadequacies, particularly the lack of conversation practice and failure to address their practical needs, hindered Syrian refugee women's language investment. Furthermore, the findings revealed that Syrian refugee women strategically invested in learning English not only to acquire linguistic capital, but also to build social capital through expanded networks and symbolic capital through newfound respect, which collectively strengthened their resilience in navigating resettlement challenges. These emerging themes illustrate the complex nature of language investment for married Syrian refugee women, highlighting the need for nuanced understanding of their language learning experiences. This study offers four implications to researchers, educators, policymakers, and resettlement agencies working with refugee populations.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

6-1-2035

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