Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education

Autor/in	Nykiel-Herbert, Barbara
Titel	Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education
Quelle	In: Multicultural Education, 17 (2010) 3, S.2-14 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Intervention; Academic Failure; Second Language Learning; Foreign Countries; Illiteracy; Cultural Influences; Refugees; English (Second Language); Teaching Methods; Role; Culturally Relevant Education; At Risk Students; Literacy Education; Story Telling; Classroom Environment; Gender Differences; Cultural Differences; Oral Tradition; Iraq + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ausland; Analphabetismus; Cultural influence; Kultureinfluss; Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Klassenklima; Unterrichtsklima; Geschlechterkonflikt; Kultureller Unterschied; Oral history; Mündliche Überlieferung; Irak
Abstract	To learn productively and experience academic success, students need access to curricula and instructional approaches that are "culturally relevant" and "culturally responsive". Culturally relevant/responsive pedagogy uses "cultural referents to impart knowledge, skills, and attitudes" and thus "empowers students intellectually, socially, emotionally, and politically." This article examines the impact of culturally-relevant instruction on the academic performance of English language learners (ELLs) with interrupted education. The data collected in a 10-month long intervention program for non-literate refugee students from Iraq confirm that immersion in a learning environment congruent with the home culture can significantly improve the students' learning outcomes. Although content learning was also positively affected, this article focuses on the students' acquisition of literacy, since it was their lack of English literacy skills that identified them as at-risk for academic failure. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10