Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports
This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative r...
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/12/1354 |
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| author | Maureen E. Kendrick Margaret Early |
| author_facet | Maureen E. Kendrick Margaret Early |
| author_sort | Maureen E. Kendrick |
| collection | DOAJ |
| description | This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communities perspective. Working with 15 participants in a school district with a long history of resettlement, we address the following questions: (1) What do teachers and paraprofessionals identify as the language and literacy learning needs and challenges for students with refugee experiences? and (2) What are the most appropriate and empowering pedagogical responses to meet curricular expectations and use language and literacy for social impact and identity representation? Using thematic analysis, we identify four interweaving themes: relationships, mindful pedagogies, well-being, and safety. We provide illustrative examples from ethnographic focus group discussions, triangulated with informal interviews and observations in relation to an integrated model of supports for students with refugee experiences. We conclude with four critical lessons learned about relationships, communication flows within and across nested ecological systems, flexibility and structure, and inspirational pedagogies. |
| format | Article |
| id | doaj-art-d3f7dd93282b4184ba6e6fcb3f7a2941 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-d3f7dd93282b4184ba6e6fcb3f7a29412025-08-20T02:00:41ZengMDPI AGEducation Sciences2227-71022024-12-011412135410.3390/educsci14121354Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated SupportsMaureen E. Kendrick0Margaret Early1Language and Literacy Education Department, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaLanguage and Literacy Education Department, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaThis paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communities perspective. Working with 15 participants in a school district with a long history of resettlement, we address the following questions: (1) What do teachers and paraprofessionals identify as the language and literacy learning needs and challenges for students with refugee experiences? and (2) What are the most appropriate and empowering pedagogical responses to meet curricular expectations and use language and literacy for social impact and identity representation? Using thematic analysis, we identify four interweaving themes: relationships, mindful pedagogies, well-being, and safety. We provide illustrative examples from ethnographic focus group discussions, triangulated with informal interviews and observations in relation to an integrated model of supports for students with refugee experiences. We conclude with four critical lessons learned about relationships, communication flows within and across nested ecological systems, flexibility and structure, and inspirational pedagogies.https://www.mdpi.com/2227-7102/14/12/1354students with refugee experiencesecological perspectiveslanguage and literacy teachingethnographic focus groups |
| spellingShingle | Maureen E. Kendrick Margaret Early Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports Education Sciences students with refugee experiences ecological perspectives language and literacy teaching ethnographic focus groups |
| title | Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports |
| title_full | Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports |
| title_fullStr | Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports |
| title_full_unstemmed | Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports |
| title_short | Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports |
| title_sort | addressing the language and literacy needs and challenges of students with refugee experiences integrated supports |
| topic | students with refugee experiences ecological perspectives language and literacy teaching ethnographic focus groups |
| url | https://www.mdpi.com/2227-7102/14/12/1354 |
| work_keys_str_mv | AT maureenekendrick addressingthelanguageandliteracyneedsandchallengesofstudentswithrefugeeexperiencesintegratedsupports AT margaretearly addressingthelanguageandliteracyneedsandchallengesofstudentswithrefugeeexperiencesintegratedsupports |