Literacy Narratives of Pre-Literate and Non-Literate Adult Refugee Women

Abstract

This study focuses on the Literacy Narratives of Pre-Literate and Non-Literate Adult Refugee Women in the Fargo-Moorhead community. Personal interviews were conducted to gather data. The recorded interviews were then transcribed and analyzed using three predetermined categories. Findings from the categories: motivation, learning strategies, and preferred materials are presented in the results section. Through analysis, five main motivators have emerged in the findings of the four literacy narratives: being committed to learning, being a role model for their kids, getting better employment opportunities for supporting the family, getting a GED, and being competent in English. The participants’ literacy narratives show that the commitment, energy, and effort to develop one’s literacy plays a vital role in the lives of preand non-literate learners once they arrive in the United States. This study’s participants are largely motivated to increase their literacy skills to be more self-sufficient and become independent individuals in their community.