Having Counselling In English As A Second Language: Qualitative Study of Non-Native English Speaker's Experiences

By

ACKNOWLEDGEMENT

My thanks go out to all who have helped me complete this study and with whom this project may have not been possible. In particular, my gratitude goes out to friends, facilitator and family for extensive and helpful comments on early drafts. I am also deeply indebted to the authors who have shared my interest and preceded me. Their works provided me with a host of information to learn from and build upon, also served as examples to emulate.

DECLARATION

I, (Your name), would like to declare that all contents included in this thesis/dissertation stand for my individual work without any aid, & this thesis/dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views and not essentially which are associated with university.

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ABSTRACT

As the number of migrants all over the world is on the constant rise, the number of bilingual clients taking a counselling service is being increased as well (Costa, 2010). However, a few studies on bilingual clients, especially non-proficient bilingual clients, were conducted. In order to broaden understanding of this area, the researcher has investigated bilingual clients' experiences of speaking English as a second language in their counselling sessions by conducting semi-structured interviews with non-proficient English speakers who have or had counselling in the UK. In this presentation, the researcher has explored main aspects of this research project. This research has adopted interpretative phenomenological interviews in order to assess the experiences of the bilingual clients with their English counsellors. The results showed that the bilingual clients faced problems in the beginning to speak English and in the end they did not face must trouble in speaking English. One of the major problems that the interviewees faced was that they were unable to express themselves in English.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 01: INTRODUCTION1

1.1. Background of the Study1

1.2. Research Question3

1.3. Aim and Objectives3

1.4. Purpose and Significance of this Study4

1.5. Layout of the Dissertation5

CHAPTER 02: LITERATURE REVIEW6

2.1. Introduction6

2.2. Knowing One Language versus Knowing Two Languages6

2.3. Cognitive Outcomes Due to Language Differences7

2.4. Overview of Bilingualism8

2.5. Additive Bilingualism9

2.6. The Nature of Bilingualism10

2.7. Second Language Learners and Bilingual Education11

2.8. Type of Language Proficiency12

2.9. Potential Problems with Interpreter Use13

2.10. The Effect of Bilingualism on Language and Cognitive Abilities14

2.11. The Effect of Bilingualism on Cognitive Abilities15

2.12. Magnitude of Bilingual Effects16

2.13. Advantages of Bilingualism and Heritage Language Maintenance17

2.15. Impediments to Bilingualism19

2.16. Conditions Influencing Second Language Acquisition19

2.17. Programs that Teach English to Non-Native English Speakers20

CHAPTER 03: RESEARCH METHODLOGY22

3.1. Introduction22

3.2. Research Method22

3.3. Overview of the Thematic Analysis22

3.4. Overview of the Qualitative Research Method23

3.5. Sampling Method and Sample Size23

3.6. Participants' Criteria24

3.7. Ethical Considerations24

3.8. Informed Consent25

3.9. Confidentiality25

3.10. Data collection (semi-structured interview/ participant)25

3.11. Data Analysis27

3.12. Limitations28

CHAPTER 04: DISCUSSION AND ANALYSIS29

4.1. Introduction29

4.2. Possible Themes29

4.3. Thematic Analysis29

CHAPTER 05: CONCLUSION50

5.1. Implications for Students54

5.2. Future Recommendations for Research54

REFERENCES56

CHAPTER 01: INTRODUCTION

1.1. Background of the Study

Parents and educators have long asked questions about how bilingualism impacts the language and cognitive development of ...