The Language-Literacy Ripple Effect on College-Goingness for a Refugee-Background Student

Autor/inn/en	Hoff, Meagan A.; Armstrong, Sonya L.
Titel	The Language-Literacy Ripple Effect on College-Goingness for a Refugee-Background Student
Quelle	In: Literacy Research and Instruction, 61 (2022) 2, S.137-157 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.1921890
Schlagwörter	Refugees; High School Students; College Bound Students; Interpersonal Relationship; Interaction; School Culture; Barriers; Student Characteristics; College Entrance Examinations; Access to Information; Literacy; Student Experience; English Language Learners; Social Isolation; Teacher Attitudes; Language Skills; Cultural Differences; Resources; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Flüchtling; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Schulkultur; Schulleben; Aufnahmeprüfung; Alphabetisierung; Schreib- und Lesefähigkeit; Studienerfahrung; Soziale Isolation; Lehrerverhalten; Language skill; Sprachkompetenz; Kultureller Unterschied; Betriebsmittel; Hilfsmittel
Abstract	Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded her from interactions related to school and school culture and thus valuable resources necessary for academic success. Htun's stories remind us that college readiness is not merely a collection of skills that can be measured; it is a social and cultural process, both of which stem from access to language and literacy processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01