Breaking Silence: The Voices of Syrian Refugee Children in the Canadian Classroom

Autor/inn/en	Shahbazi, Sara; Palazzolo, Alyssa; Salinitri, Geri
Titel	Breaking Silence: The Voices of Syrian Refugee Children in the Canadian Classroom
Quelle	In: Journal of Global Education and Research, 4 (2020) 1, S.33-47, Artikel 3 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Children; Refugees; Elementary School Students; Public Schools; Student Experience; Socialization; Classroom Environment; Peer Acceptance; Friendship; Teacher Student Relationship; Student Needs; English Language Learners; Learning Motivation; Native Language; Semitic Languages; Literacy; Foreign Countries; Holistic Approach; Syria; Canada + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Flüchtling; Public school; Öffentliche Schule; Studienerfahrung; Socialisation; Sozialisation; Klassenklima; Unterrichtsklima; Freundschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Motivation for studies; Lernmotivation; Arabisch; Hebräisch; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Holistischer Ansatz; Syrien; Kanada
Abstract	The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District's growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01