The Impact of Language Learning on Internally Displaced and Refugee Resilience

One of the central aspects of displacement and migration is resilience on behalf of the affected individuals. UNHCR reports that the number of displaced people around the world reached 65 million by the end of 2015. In another report UNHCR states th at the number of Syrian refugees in Iraq is 233,224. While IOM reports that the number of the internally displaced persons in Iraq between 2014 and 2016 reached to 3.4 million. As it is crucial to communication and, thus, survival, language is vital to pro moting resilience of such people. Nowadays, English language learning provides numerous opportunities for individuals to succeed; hence, it is essential in building resilience among displaced populations. The current study aimed to explore resilience level of the d isplaced adolescents in Iraq, also to verify the impact of English language learning on their lives. The study has been conducted in camp and non-camp schools via the delivery of a CD-RISC-25 questionnaire as quantitative method, followed by interviews as qualitative method. The results concluded that the participants had medium resilience level, and learning English plays different roles in building resilience of the participants.


Introduction
Internally displaced persons (ID Ps) have been defined as "people or groups of people who hav e been forced or obliged to flee or to leav e their homes or places of habitual residence, i n particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or na tural or human-made disasters, and who have not crossed an internationally recognized s tate border" (UNHCR, 2006, p.8).On the other hand, refugees are considered as "individuals who are outside thei r country of nationality or habitual residence; hav e a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion; and are unable or unwilling to avail themselves of the protection of that country, or to return there, for fear of persecution" (The Refugee Convention, 1951, p.3).
However, each day, global conflicts increase the numbers of ID Ps and refugees.The United Nations High Commissioner for Refugees (UNHCR), reports that the number of ID Ps and refugees around the world reach ed 65 million by the end of 2015.This number represents immense human suffering, meaning that one out of every 113 people on the Earth now have been obligated to leav e home by conflict, persecution or violence.Another way to explai n this is that each min ute, 24 people are forced to flee from their homes (UNHCR, 2016).
The results of bei ng displaced or refugee may negatively affect person's life . De Vries (1994) s tates that IDPs and refugees are extremely vulnerable victims of conflict and violence in the countries from which they flee, and they often are victims of violence in the country to which they flee as well.Moreover, they often live in unsecure economic conditions and lack of basic services.Such ev ents and experiences could affect person's emoti ons negatively.Lavik, Hauff, Skrondal, and Solberg (1996) s tate, peopl e who experience displacement, especially young people, are at great risk of developing psychological and emotional problems.Ajdukovic (1998) mentions some of thes e psychological and emotional problems, namely nightmares, sleeping problems, anxiety, sadness, low self-esteem, violent behavior, and guilty feelings.
It is obvious that displacement whether it was internally or externally has negative impacts es pecially on lives of children and youth.Losing homes, parents, siblings, fri ends, schools, lifestyles, habits, and the expected future all are not happy experiences for anybody.
Resilience is one of the requi red factors to be normal or to live normally, not only for displaced individuals, but for peopl e in general.Historically speaki ng, the notion of resilience comes from the Latin word resilio, which means "jump back" or "bounce back".According to the Oxford English Dictionary (2013) "resilience is the ability of a substance or object to s pring back into shape; elasticity or the capacity to recover quickly from difficulties; and toughness".However, researchers give various defini tions for the construct of resilience, e.g., it has defined as "the ability to successfully adapt to s tressors, maintaining psychological well-being in the face of adv ersity".Also, "it is dynamic process encompassing positive adaptation wi thin the context of significant adv ersity or trauma" (Luthar & Cicchetti, 2000, p. 543).According to Masten (2001, p.22 8) "resilience refers to "good outcomes in spite of serious threats to adaptation or development".Leipold and Greve (2009, p.41) demons trate that resilience involves a measure of emotional stability "an individual's stability or quick recovery (or even growth) under significant adverse conditions".
Regarding resilience studies, Boss, Bryant, and Manci ni (2001) report that "resilience res earchers explore coping and adapti ng process under stress conditions as chronic illness, death of a loved ones, abuse, n eglect, disasters, and stressful life events.In other words, most of the resilience researches shed the light on individuals of a given community who face difficulties or problems in their lives".According to Tusaie and Dyer (2004) resilience has primarily been studied in relation to stressful times of transition.Whereas, Spi egel and Grinker (1945) studied men under stress in war and presented a research on the impact of catastrophic events involving trauma and loss.Commenting on Spi egel and Grinker stu dy, Figley and McCubbin (1983) state, that study has demonstrated the individual's capacity to recover and move on wi th life.Similarly, another study associated wi th pai n was conducted by (Friborg, 2006).Bonanno (2004) studied number of people exposed to loss and traumatic events at some poi nt in their lives.In the same manner, Carv er, Pozo, Harris, Noriega, Scheier, Robinson, and Clark (1993) examined women with breast cancer and their coping strategies.In a longitudinal analytical resilience study.We rner and Smi th (2001) follow up 700 children involving different internal and external protective factors affecting thei r lives over time.They conclude that nothing was "cast in stone" because of early life experiences.Few persons identified as resilient at age of 18 had showed serious problems by age 30.Also, the s tudy concludes that resilience could be dev eloped or changed at any point over the life course.

Background of the displaced people in Iraq
Since 2004, the conflicts in Iraq have been forcing people to flee from unsafe areas of the country to other areas perceived to be relatively safer.2014 was the worst y ear for internal displacement, as hundreds of thous ands of Iraqi families fled from their homes and re-s ettle in other cities.Likewise, since 2012, violent events in Syria have forced multitudes of individuals either to resetting in other Syri an cities, or flee the country altogether to neighbouring countries like Jordan, Turkey, Lebanon and Iraq.However, UNHCR (2017) reports that the number of Sy rian refugees in Iraq is 233,224, while i nternational Organization for Migration (IOM) reports that the number of Iraqi IDPs between 2014 and 2016 exceeded 3.4 million (IOM, 2017).
Not only do IDPs and Sy rian refugees in Iraq lose their homes, but also do several of them lose one or more family member to murder, abduction, separation, or physical harm.Also, many witness severe violence and crimes as they leave their friends, relatives, schools and jobs behind.They now live in poor economic conditions, have low qualities of heal th and education, and lack proper shelter, food and sanitation.As a result, they experience anxiety, stress, grief, depression, sadness, fear, anger and all symptoms of negative impacts.
As a response to the crisis in Iraq, a tremendous effort is spent by different entities to accommodate these vulnerable peopl e.The local gov ernment, United Nations agencies (UN), and Non -Governmental Organizations (NGOs), all work as humanitarian partners throughout the country.Since 2012, thes e partners have built many camps in different cities as shelters for displaced people.And they provide people in camp and non -camp settings with different kinds of services such as food, education, security, sanitation, and medical services including psychological and psychosocial services.
The education service that the displaced people receive in Iraq includes learning English as Forei gn Language (EFL).Despite the difficulties that some of the learners complain of, English stands as the most popular foreign language in this Country.English is essenti al in all Iraqi schools, institutions, and universities which utilize English in some or all of thei r courses and classes.This language is labeled as a forei gn l anguage (FL) in this country due to its lack of communicative functions within an Iraqi context, as well as its lack of official recogni tion by the Iraqi government (Ahmed, 1989).Historically, English first became present i n Iraq during the e arly decades of the las t century.Hakim (1977) stated that American missionaries were v ery active in the southern cities of Iraq, opening thei r first school in Basrah during the early twentieth century.
Today in Iraq, students including the Iraqi IDP Syri an refugee who speak ei ther Arabic, Kurdish, Turkmen, Shabaki, Armenian, Mandaic, Syriac or Persian, express great willingness to learn English beside their firs t or second language that they speak.The local government encourages that for different reasons such as societal goals, individual needs, or economic interests (Ahmed, 1989) Not only do s tudents represent the learners of this language, but also do ordi nary people learn English via different methods such as television, internet, courses, etc.
As resilience plays crucial roles to improve the lives of the displaced people, and since English is the most important (FL) in Iraq, it is significant to explore to which extend English affects resilience of the IDP and refugee adol escents in this country.

Language learning for resilience building
"The experimental psychologist Wilhelm Wundt (1832Wundt ( -1920) ) claimed that the study of language could provide important insights into the nature of the mind, and he wrote extensively about many different aspects of l anguage.Between 1870 and 1900, most of the investigations into child psychology focused on the dev elopment of speech in early childhood, especially on memory and mental associations involving the use of language" (Demirezen 2004, p.26).
Many studies report various positive impacts of learning languages.Garfinkel and Tabor (1991) state, there is a positive correlation between reading scores and FL learning.Similarly, Hakuta (1986) highlights that, children learning FL are more flexible and have more high-order thinking skills.Also, Seligman (2011) reports that, learning FL supports the resilience building skills.A study in Louisiana Public Schools which involved 13, 200 children from different races, genders and levels.That study indicates that children who take FL courses score higher on basic skills tests than those who do not (Dumas, 1999).Another study conducted by Horn and Kojaku (2001) state that, FL students not only earn higher grades in school but they are less dropping out from school.Likewi se, Bialystok and Hakuta (1994) found that the cognition of children exposed to a FL at an early age develops better.In the same manner, Cummins (1981) claims that unders tanding how language works and the ability to manipulate language assists children in thinking and problems solving.
Forei gn language learning in displacement and crisis contexts have positive impacts on people, Welsh Government (2013, p.13) concludes "Good language skills provides firm foundations from which asylum seekers and refugees i n Wales can achiev e their potential.As well as being the means through which individuals within a communi ty communicate and learn about each other, language carries important cultural and historical signals, which can facilitate inclusion".Similarly, British Council (2015, p.4) reports that "language -learni ng builds inclusive environment, increas es feelings of safety, increas es students' attendance and attainment in the classrooms.Language is an essential part of our individual and communi ty lives, as well as being an essenti al tool for learni ng.All the languages that migrants speak and write, contribute to thei r capacity to i nteract wi th other cultures in different sociolinguistic contexts.Indeed, access to opportuniti es for individuals to draw on thes e languages is central to participation in social processes as well as policies of social inclusion".Likewise, UNICEF (2016) reports that, language can play an important rol e resilience building and it can prevent conflict because it is an expression of identi ty resilience of individuals can be increased via language programs such as, developing literacy and home language, learning additional language, learni ng additional language, and through supporti ng and promoting language teachers skills and capacities.Similarly, in a more recent study, Cinkara (2017) reported the support of language learning in development resilience i n Sy rian refugee student sample in Gaziantep.
From the physiological perspective, studies have determined that that FL learni ng posi tively affects the human body.Mackey (2014, p.1) states that brai n size can be developed by learning a FL".She relies upon the fi ndings of Swedish scientists who utilized magnetic resonance imaging (MRI).Different groups of people were examined, some of whom were extensively learning a FL and others who were learning a different content."The results indicated that "some parts of the brains of the FL learners had developed in size after three months, while the brains of the learners of the other content had not changed in size.This proves that brain growth is one effect of learning a FL".

Resilience and foreign language studies in Iraq
To the best of the researcher knowl edge, there is a lack of resilience studi es in Iraq.This term resilience seems to be unknown or new for the majority of people.Persons who know the meani ng of this construct either work in humanitarian sector among the ongoing crisis, or they participated i n recent resilience programs in this country.The good news about the shortage in resilience s tudi es in Iraq, is that many resilience pl ans and programs includes resilience activities were designed for Iraq society, e.g., the Regional Refugee & Resilience Plan (3RP), also, The Iraq Crisis Respons e and Resilience Program (ICRRP).Such programs aim to better resilience understanding and to promote it in this country, hopefully thes e activities would lead to more scientific resilience studies (UNHCR, 2016).However, one of the few resilience s tudi es in Iraq is the one done by British Council.It reports a significant relationship between language l earning and resilience among Iraqi society and it aims to develop language -education to promote the resilience of refugees and IDPs in Iraq and also in Syria, Turkey, and Lebanon (Bri tish Council , 2015), in that study, Delaney explains the positive impacts of l anguage learning on the displaced people in the aforementioned countries.She states "language classes can help wi th trauma [because] having a class to go to gives you a safe place, structure, and something to do.Yet, it is more than that-language is the medium we us e to express ourselves.Even learning foreign words that describe feelings could be important.The unfamiliar language can give some distance from the emotions, perhaps making them feel 'safer' to talk about".A l anguage communicative class gives individuals the opportunity to share their stories and emotions without vulnerability feelings.
When it comes to the foreign language studi es in Iraq, the results shows that most of th e studies concern with English since it is the most popular foreign one.As Iraqi people have become increasingly aware of the importance of English over the past few decades, the number of studies regarding this language is increasing as well; therefore, day by day, the variables associated with this language are becoming clearer, e.g., Ahmed (1989) investi gates the role of attitudes and motivation in EFL teaching and learni ng in Iraqi preparatory schools.He concludes that parents play important roles in thei r children's attitudes and motivation toward learning EFL.Abid (2012) i nvestigated the beliefs of 101 undergraduate Iraqi EFL learners.Her findings revealed that Iraqi children are learni ng English more efficiently than adults because they have believe that they are able to learn a FL.Las t but not leas t Al-Akeeli (2013) explored lexical and grammatical difficulties among Iraqi EFL students, addressing the mistakes that students make in composition and providing linguistic explanations for the occurrences of these mistakes.He concludes that the frequency of such errors are caused by the mother tongue.The s tudents demonstrated that they received thoughts and ideas in their mother tongue and translated them to English; therefore, some of their English sentences had an Arabic structure.

Hypotheses
In this study, the following is hypothesized: 1-Iraqi IDP and Syrian refugee adolescents have low levels of resilience.
2. No statistically significant difference exists between Iraqi IDP adolescents and Sy rian refugee adolescents in terms of resilience.
3. Learning EFL boosts the resilience of Iraqi IDP and Syrian refugee adolescents in camp and non-camp schools.

Methodology
In the current research, both qualitative and quantitative research methods were utilized.The resilience scal e CD-RISC-25 was used to explore the resilience levels of the Iraqi IDP and Syri an refugee adolescents.Then determi ning whether there is a significant difference in terms of resilience exists between Iraqi and Syrian adolescents or not.For the qualitative data, hi gh-, medium-and low-resilience s tudents were i nterviewed to understand the rol e of EFL in their resilience-building.

Data collection tools
Two data collection tools were employed in this study:

The Connor and Davidson Resilience Scale (CD-RISC-25)
As a quantitative method, the Connor and D avidson CD-RISC-25 scale was employed to measure and inv estigate the resilience of Iraqi ID P and Syri an refugee adolescent students.This questionnaire was comprised of twenty-five items concerning resilience.According to Connor and Davidson (2016) this scale is translated to many languages.In the current study the Arabic formal version was administered to 223 subjects.The students were asked to rate statements according to the extent to which they agreed by using the following scale: not true at all = 0, rarely true = 1, sometimes true = 2, often true = 3, true nearly all the time = 4.The scoring of the scale is based on summing the total of all items, each of which is scored from 0-4.The full range is therefore from 0 to 100.Hi gher scores on the CD -RISC indicate higher levels of resilience.Connor andD avidson (2003 &2016) report that this scale was used in 400 resilient researches.The content of the scale represents five main factors.The fi rst factor (8 items) pres ents the notion of personal competence, high standards and tenacity.The next factor (7 items) concerns trus t in one's intuition, tolerance of negative affect, and the s trengthening effects of stress.The third factor (5 items) reflects the positive acceptance of change and secure relationships.The fourth factor (3 items) reflects control.Finally, the fifth factor (2 items) shows spiritual influence.Furthermore, in this scale scores between 0 -49 consider as low resilience level, while scores between 50-79 represent medium resilience level, and finally, the scores from 80 to 100 state hi gh resilience lev el (Connor andD avidson, 2003 &2016).

Structured interviews
After analysing the questionnaire results via SPSS, the students were divided into three groups: high -, medium-and low-resilience students, based on thei r scores from the CD RISC questionnai re.28 students were invited to participate in interviews (10 high-resilience scores, 10 low-resilience scores, and 8 medium-resilience scores).For each session, the interview began with a short introduction to the study and i ts purpose in comfortable classroom in all five schools.After obtaining participants' consent, they were asked to answer five written questions with explanation from the researcher.The purpose of the interviews and questions was to determine how English language learning impacts thes e adolescent students.In particular, how learning EFL affects participants' s chooling, lives, future, to overcome the crisis, and the advantages of learning this language.These questions previously had been translated into Arabic.Each of thes e interviews lasted between 20-28 minutes, duri ng which the subjects answered the transla ted wri tten questions with pleasure.

Participants and setting
In Duhok Governorate where this study took place, 97 schools have been opened since 2014 in camp and non -camp areas to receive Iraqi IDP students.These schools are primary, secondary, and prep aratory.The number of the students enrolled in these schools is changing every day because newly displaced students arrive i rregul arly from different areas, at the same, some existi ng students leave to other places or drop out.However, during the data co llection process of this study there were 68,627 students enrolled in IDP schools in Duhok.On the other hand, 14 schools were opened after 2012 in camp and non-camp areas for Syrian refugee students.During data collection process there were 11,169 students attending these primary, secondary, and preparatory schools.
In this study, 223 subjects (126 female and 97 male aged 15-17 years) completed a CD-RISC questionnaire in 5 preparatory schools (see Table 1).Table 1 shows CD RISC-25 questionnaire were distributed in five preparatory schools, four of which were in a camp settings and one of which was not.Furthermore, two schools were Iraqi ID P schools, and the other two schools were for Syrian refugee students.The last one was a non-camp mixed identities school.
After analysing CD-RISC data via SPSS and getting participants resilience lev els, 28 of the total 223 students, in same five schools were invited again to written interviews (see Table 2).Table 2 s hows that 28 students participated in the written interviews to reveal the impact of EFL on their resilience.Table 2 shows that the current study targeted students from v arious resilience levels for the interviews (10 highresilience scores, 10 low-resilience scores, and 8 medium -resilience scores).Also, this tabl e shows that the distribution in terms of gender and nationalities were fair.

Procedure
Most of the camps for displaced people in Iraq are distributed in the north of the country.In Duhok Governorate, there are five camps for Syrian refugees and fifteen camps for Iraqi IDPs.In mos t of thes e camps, there are primary, secondary and preparatory schools.However, the current research involved five preparatory schools.Four of these schools were in camps, and one was not.Two schools were for Iraqi IDPs and two for Syri an refugees.The last school which is a non-camp school receives Iraqi IDP and Syrian refugee students alike (see Table 1).
After conducting a pilot study among 40 adol escents in two camps via the CD -RISC scale and getting 83 reliability score, 223 s tudents of the fi rst class of preparatory schools were i nvited to participate in this study.After obtai ning thei r consent, they were delivered an Arabic version of the CD-RISC-25 questionnaire.In the all five schools, the students indicated their age and gender while receiving an introduction to the study and questio nnaire in a calm and comfortable room.After analysis of the CD-RISC data via SPSS software and getting the resilience lev el resul ts, a total of 28 students (10 hi gh-resilience scores, 10 low-resilience scores, and 8 medium -resilience scores) were invited to interviews (see Table 2).These i nterviews were conducted in the same five schools.All 28 students were delivered five written questions i n Arabic to show how learning English affects their lives.Again, after reporting thei r age and gender as well as providing consent, they answered the written questions eagerly.

Data analysis
In this study, both quantitative and qualitative data were collected through CD -RISC ques tionnaire and interviews, respectively.The data collected via CD-RISC was analysed using SPSS, which quantitatively display ed the levels of participants' resilience.Also, SPSS was used to answer the first and second res earch questions of this study.On the other hand, the data collected in the interviews was content -analysed to qualitatively show the role of EFL in building the resilience of Iraqi IDP and Syrian refugee adolescents.This analysis method is considered as a flexible method for analysing qualitative data (Cav anagh, 1997).The following procedure included reading all comments obtained from the five written questions, followed by both the researcher and a second coder (a PhD holding EFL instructor), then summarizing the texts into smaller comments by coding them.The next step involved organizing the codes into categories based on relations hips with each other, e. g., the comments contai ning words or phrases such as "using a mobile phone" "using a computer" "accessing information online" "I will become a teacher in the future" and "I will become a doctor in a hospital", all are hi ghlighted into codes.Then, the codes related to technology were collected together under a technology category, and the codes which referred to the future were put under "future" categories.
After combining the similar categories, themes such as technology use and better future were established.In the findings, each theme was displayed with the number of codes comprising that theme.The themes were supported by some of the participants' comments, but the participants were given pseudonyms in order to mai ntain confidentiality.
For the sake of interviews' reliability and validity, the data collected from the interviews and content was analysed by the res earcher with the codes, themes, were cross-checked with the findings of the second coder.The codes and themes that both coders found showed 90% similarity when they were compared to each other, and only matching codes and themes were included in the study.

Findings
This study aimed to investigate the resilience of Iraq ID P and Syrian refugee adolescents who live in Iraq in camp and none-camp setti ngs.Also inves tigating the impact of learni ng EFL on the resilience and lives of these adolescents.However, participants' resilience levels will be revealed according to each hypothesis separately;

Results of the first hypothesis
The first hypothesis of this study was "Iraqi IDP and Syri an refugee adolescents hav e low levels of resilience".According to the results obtained from the questionnai re, Hypothesis #1 is rejected, as the results show that Iraqi IDP and Syrian refugees Adolescents have medium resilience (See Table 3).

Results of the second hypothesis
The second hypothesis of this study was "there are no statistically significant differences between Iraqi IDP adolescents and Syrian refugee adolescents in terms of resilience."The data collected via the CD -RISC questionnaire was analyzed using SPSS and indicated that Hypothesis #2 is verified (see Table 4).4 pres ents the means scores for both groups, the Iraqi ID P adol escents and also the Syrian refugee adolescents.The average mean score was 62.7746 for the Iraqi ID P adolescents, while the mean score was 65. 2716 for Sy rian refugee adolescents.The T-tes t analysis of the SPSS in this table shows that there is no significant difference between Iraqi IDP and Syrian refugee adolescents in terms of resilience; t (221) = 1.491, p = .137.

Results of the third hypothesis
The thi rd hypothesis of this study was "learning EFL boos ts the resilience of ID P and Syri an refugee adol escents in camp and non-camp schools.The answers to the 28 interviews show that EFL provides six categories of advantages in the process of resilience building.This can be elaborated by the following points: EFL to enhance positive emotions Positive emotions are s trongly related to resilience and also to language learning.Confi dence, self -esteem, happi ness, optimism, stress, despair and so on all can increas e or decreas e resilience levels.On the other hand, learning EFL can positively or negatively affect these personal emotions.Our interviewees demons trated that learning English enhances positive emotions.There were 11 comments refer to the positi ve emotions and feelings.The subjects expressed happiness, pleasure, confidence, and trust when they speak English.That's can be helpful to boost or build resilience.Awaz (pseudonyms are used throughout the paper) stated the following: "Answering teacher's question in English makes me feel confident and proud.Speaking English with someone is wonderful thing".
The refugee student Noveen highlighted the following: "Speaking English in Arabic countries makes me feel special".

EFL support getting education
The ID P and Syri an refugee adol escents realize the importance of learning English in their schooling and lives.18 students reported that learni ng English helps them in school materials such as mathematics, Physics, and chemistry.An example is Berivan's statement below: "Yes, learning English language s upport our school life.All the materi als in schools include English words, numbers, symbols, and unites, such as Mathematics, Physic, and chemistry".
Another educational benefi t of learning EFL is, it enriches students' vocabul ary size and meanings.Nine students indicated that learning EFL provides them with new vocabulari es and information.The following answer by Sally exemplifies this: "Learning English language increase our vocabul ary size which incr eas e our understanding of meaning, translation and provide us with new information".

EFL for a better future
The influence of globalization and economic development has made English the language of the world.It is also a vital way of improving an individual's prospects for obtaini ng well-paid employment.All the subjects made a strong link between EFL and thei r future.Twenty-one of the subjects expressed that English will provide them with better jobs in the future.Several subjects fores aw and named thei r future careers such as English teacher and translator.M anal expressed the following: "Learning English will support my future, and to achieve my dreams.It will help me to be English teacher or translator or any career related to English language"

EFL for technology use
Utilizing technology depends largely upon a knowledge of English.Computers, mobile phones, the internet and television all involve English.The subjects showed a strong rel ation between the English language and these technologies in twenty-five answers, e.g., Asala stated the following: "Learning English language helps me to use Computer, and mobile phones and the applications on my mobile phone, e. g., how to use mobile dictionary or make search about something"

EFL for daily life
English becomes part of people's daily lives even in non-English-speaking countries.It is a primary means for performing daily work.All of the subjects' comments included using English for simplifying daily tasks and duties, namely shopping, traveling and communication.Waseem gives a good example on shopping with the following words: "Learning English language helps us in our daily works, e. g, in shopping.The labels on goods and products all in English, so we can know what is bad or good.Also knowing English makes us able to read instruction on the food or medicine to use them properly".

EFL to overcome crisis
Speaking English is important for having your voice heard all over the world.A large number of humani tarian workers in Iraq speak English.Iraqi IDPs and Sy rian refugees can have a strong means to deliver their needs and concerns to thes e entities via English language.On the other hand, many members of vulnerable families who live in camps joined humanitarian NGOs and enti ties, then became productive supportive persons to their families to ov ercome the crisis.However, thirteen subjects asserted that speaking English helps them to gain services, improve their lives and overcome the crisis.This can be seen the following comment of Asala: "Yes, English language helps me to get services from some foreign staffs of the NGOs who helps ID Ps.Also some of the IDPs who speak English work wi th NGOs or companies and that improves our situations as IDP and make as able to overcome the crisis".

Discussion and Conclusion
The current research inv estigated the resilience levels of Iraqi IDPs and Syrian refugees.It further inv estigated the role of EFL in their resilience building.Regarding participants' resilience levels, the results obtai ned from the CD -RISC questionnaire revealed average mean scores 63.6816.This score represents a low -resilience lev el by U. S. standards, but in other countries it is considered a medium level.These results are close to other studies conducted among refugees.This medium mean score reflects participants' personal competence, tenacity, and tol erance of negative affect, the ability to deal with stress, their positive acceptance of change, and their feelings of security, as the authors of the scale expl ain (Connor and Davidson, 2003).These adolescents hav e medi um resilience, but we have to take into consideration that when we measure an individual's resilience, adul ts generally score higher than children (Campbell -Sills, Forde and Stein 2009).
As Hypothesis Two rev ealed and concluded, no statistically significant differences exist between Iraqi IDP and Sy rian refugee adolescents' resilience.This may be attributed to v arious reasons.First, both groups have interrelated traditions and cultures since they are from two neighboring countries.Secondly, they speak the same languages, i.e.Arabic and Kurdish.Thirdly, both groups face several similar circumstances -they hav e escaped from armed conflicts and witnessed violence, lost loved ones, and left family members and friends.Fourthly, both groups now live in similar situations in Iraq.The government, UN agencies and NGOs provide thes e people with same levels of basic services such as shelter, food, health s ervices, education, and sanitation.The fi nal important point which led to c onvergent resilience outcomes was that both groups integrated into the communi ty without any discrimination from the hos t community.
There was no local working law that prevented the Iraqi ID Ps or the Sy rian refugees from working in the host ci ties, attending schools, visiting hospitals.In other words services are provided to both groups alike.
The interviews in this study rev ealed that learning EFL facilitates participants' resilience -building.Both groups of participants believe that learning EFL positively affects their lives.A large number of comments reveal ed that learning EFL enhances participants' positive emotions such as feelings of confi dence and happiness.These feelings are important elements not only in resilience-building but also in maintaini ng normal balanced life.Also, participants demonstrated that learning EFL plays a cruci al role duri ng difficult times.It helps them to recover from the shocks they have faced during displacement, provides them better job opportuniti es, better living conditions, and helps them to integrate into new societies and cultures.
As English is a lingua franca, the participants expressed great enthusiasm in learning this language regardl ess of their situation.They know that the English language is an important factor in using modern technologies such as mobile phones, computers, and the internet.On th e other hand, participants mentioned that schools in most countries try to increase the use of English in their curricula; thus, English is essential for being a s tudent in one of these schools.Furthermore, English is used in all life sectors such as consumerism, health, travel, etc.This study's findings regarding the importance of learning EFL and its impact on participants' lives confirm the resul ts of other studies in same domain.British Council (2013) highlights that the English language now is usef ul for more than 1.5 billion people around the world, and they expect that the number of peopl e using or learning English will reach 2 billion by 2020.None of the participants commented that learning English affects them negatively; however, regardless of whether they face difficulties in learning this language, all believe that l earning a FL positively impacts their lives.These results support one s tudy claims that people's awareness of the importance of learning an addi tional language and its cognitive benefits is increasing, learning EFL can enhance job opportunities for them (Met and Galloway, 1992) Similarly, Villano (1996, p.4) stated that "FL speaking have benefits in studying, travelling, better internships chances, and boosti ng experience".inthe same manner, Shaheen, Walsh, Power, and Burton. (2013) inv estigated the use of English in Bangladesh.They reported that most of the sectors such as education, banking, and technology all require this language at different levels.However, the current study reveals a great similarity to the Shaheen, et al.'s study in terms of its findings regardi ng the use of English among primary and secondary school students in Bangladesh.The students use English for communicating with foreigners and their relatives in foreign countries.Also, they use it for education purposes, playing certain games, using mobile phones and computers, watching movies.And as with participants in the current study, the majori ty of these students believe that English will help them to obtain good employment both inside and outside of Bangladesh in the future.
To cut the story short, both groups of adolescents, the Iraqi ID P and the Sy rian refugee who live in Iraq have medium resilience lev el.It is important to fi nd new ways and means to boos t their resilience, and the current s tudy suggest one.
The findi ngs showed that EFL have positive impacts on resilience of these adolescents.Therefore, intensifying EFL activities can play prime roles to support the lives of all adolescents in Iraq.
The current study has some limitations.First, it involved only 223 participants from only 5 schools.The future studi es could involve larger number of samples in more schools and also involving other setti ngs as homes, social centers, etc. Doing so would lead to better precise findings.Second, this study limited to obtain participants resilience levels only in one occasion without approachi ng the reasons behind low or medium scores.Lastly, the findings regarding the impact of FFL on resilience building, the current study neglected the low frequent comments.Further studies could be more inclusive in terms of presenting the qualitative data findings.

Table 1 .
CD-RISC Participants description

Table 3 .
Data from CD-RISC describing participants' resilience level.Table3displays descriptive resul ts for the first hypothesis.Participants' average mean score was 63.6816 which repres ents medium resilience level lying between 50 and 79.And the Standard Deviation (SD) for the all 223 participants was 12.05.