Trauma Informed Teaching of Literature to Multilingual Learner Refugees: In Search for Balance between Cultural Responsiveness and Curriculum Sensitivity

Autor/inn/en	Midgette, Ekaterina; González, Jordan
Titel	Trauma Informed Teaching of Literature to Multilingual Learner Refugees: In Search for Balance between Cultural Responsiveness and Curriculum Sensitivity
Quelle	In: Journal of Multilingual Education Research, 12 (2023), S.11-38, Artikel 11 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Midgette, Ekaterina) ORCID (González, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Refugees; Multilingualism; Second Language Learning; Second Language Instruction; Culturally Relevant Education; Teaching Methods; Childrens Literature; Adolescent Literature; Trauma; Reading Material Selection; Equal Education; Elementary Secondary Education; Educational Principles; Safety; Gender Issues; Trust (Psychology); Cooperation; Peer Relationship + Suchen Sie Ihr Suchwort? Flüchtling; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Bildungsprinzip; Sicherheit; Geschlechterfrage; Co-operation; Kooperation; Peer-Beziehungen
Abstract	The unprecedented refugee crisis since the onset of the pandemic changed the demographics of the student population and recontextualized culturally responsive literacy education. Many Multilingual Learner refugee students entering our classrooms bring with them experiences of mass exodus that have direct implications for teaching and learning. It is imperative to identify culturally responsive pedagogies that balance cultural representation with sensitivity toward multifaceted trauma endured by Multilingual Learner refugees. Using an ecological perspective as a theoretical framework, we examine tensions and critical considerations in choosing culturally responsive children's and young adult literature as they apply to the context of three contemporary groups of Multilingual Learner refugees in American classrooms (i.e., unaccompanied minors crossing the U.S.-Mexican border, Afghan evacuees, and the Ukrainian refugees). The article calls for research in developing a critical and coherent understanding of trauma-informed, culturally responsive approaches in the selection and integration of refugee literature within classrooms and instruction. Pedagogical implications and considerations are discussed for all classrooms in building equity and access for Multilingual Learner refugees. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01