Supporting Adult Learners with Refugee Experiences through English Language Instruction

Autor/in	Khatri, Raj
Titel	Supporting Adult Learners with Refugee Experiences through English Language Instruction
Quelle	In: BC TEAL Journal, 1 (2016) 1, S.82-90 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-4211
Schlagwörter	Refugees; Adult Learning; English for Academic Purposes; Foreign Countries; Second Language Learning; Second Language Instruction; Educational Background; Student Diversity; Student Characteristics; Self Concept; Trauma; Violence; Posttraumatic Stress Disorder; Learning Processes; Language Teachers; Teacher Student Relationship; Lesson Plans; Acculturation; Cultural Awareness; Land Settlement; Social Adjustment; Cultural Pluralism; Attendance; Classroom Techniques; Units of Study; Knowledge Base for Teaching; Adult Educators; Testing; Canada + Suchen Sie Ihr Suchwort? Flüchtling; Adulte education; Adult training; Erwachsenenbildung; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Vorbildung; Selbstkonzept; Gewalt; Learning process; Lernprozess; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Lesson planning; Unterrichtsplanung; Akkulturation; Cultural identity; Kulturelle Identität; Siedlungsraum; Soziale Anpassung; Kulturpluralismus; Anwesenheit; Klassenführung; Lerneinheit; Teaching theory; Theory of teaching; Unterrichtstheorie; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Testdurchführung; Testen; Kanada
Abstract	Canada welcomes around 24,000 refugees annually (Citizenship and Immigration Canada 2015; 2016). Many adult learners with refugee experiences join English as an Additional Language (EAL) classes every year, whether these classes be federally or provincially funded. These adult learners with refugee experiences bring to EAL classes varied educational and life experiences. Some of these learners have little or interrupted schooling (Finn, 2010). Learners with this profile may have also encountered forced displacement, loss of identity, torture, and trauma. These experiences, along with post-traumatic stress disorder (PTSD), which some people with this background may suffer from, can lead to concentration difficulties and memory loss (Hauksson, 2003). This, in turn, can negatively impact additional language acquisition (Finn, 2010). When EAL instructors are unaware of refugee experiences, they may find it difficult to deal with these circumstances appropriately, which may create uncomfortable situations both for learners with refugee experiences and their instructors in class. To work with such learners, it is important that EAL instructors be very skilled, experienced, and patient. The present article provides readers with an opportunity to understand various refugee experiences, the acculturation process these learners may go through, and lesson planning strategies that can be incorporated when supporting adult learners with refugee experiences. (As Provided).
Anmerkungen	Association of BC Teachers of English as an Additional Language. #206 - 640 West Broadway, Vancouver BC, V5Z 1G4, Canada. Tel: 604-736-6330; Fax: 604-736-6303; e-mail: admin@bcteal.org; Web site: https://ojs-o.library.ubc.ca/index.php/BCTJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01