As migration continues to assume global proportions with ripple effects in various destination countries, migrants’ ability to learn and use destination languages has become a subject for in-depth studies. Biographies of six Ghanaian immigrants, who were a part of 115 respondents, were selected for discussion to explore the contexts in which these immigrants learned indigenous African languages and other destination languages. In-depth interviews and a questionnaire were used to elicit information. The discussion of the data based on different geographical and linguistic contexts concluded that competence in a destination language can emerge from the encouragement immigrants receive from members of the host speech community, as well as the use of interactional routines and the destination language to communicate with the speech community members. Power relations, differences in social and economic status and the need to focus on one language among other languages in context tend to create challenges for destination language learning. Finally, socio-cognitive affordances provide opportunities for in-depth knowledge of the languages. This article contributes to the literature by drawing on three linguistic contexts in South Africa, two in Nigeria, one in Libya, one in Belgium and one in Germany.

中文翻译：

---

反思目标语言学习的环境

随着移民在各个目的地国家继续占据全球影响的连锁比例，移民学习和使用目的地语言的能力已成为深入研究的主题。选择115名受访者中的6名加纳移民的传记进行讨论，以探讨这些移民学习非洲土著语言和其他目的地语言的环境。进行了深入访谈和问卷调查以获取信息。对基于不同地理和语言环境的数据的讨论得出的结论是，目标语言的能力可以来自移民从寄主语言社区成员那里获得的鼓励，以及使用互动例程和目标语言与语言交流的能力。语音社区成员。权力关系，社会和经济地位的差异以及在上下文中需要专注于另一种语言的趋势往往给目标语言学习带来挑战。最后，社会认知能力为深入了解语言提供了机会。本文通过借鉴南非的三种语言环境，尼日利亚的两种语言环境，利比亚的一种语言环境，比利时的一种语言环境和德国的一种语言环境为文学做出了贡献。