Evidence-Based Educational Practices for Working with Refugee Children

Autor/inn/en	Hong, Huili; Cai, Qijie
Titel	Evidence-Based Educational Practices for Working with Refugee Children
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 3, S.405-422 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Huili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2023.2211127
Schlagwörter	Refugees; Teaching Methods; Evidence Based Practice; English (Second Language); Second Language Learning; Second Language Instruction; After School Programs; Preservice Teachers; Participatory Research; Disadvantaged; Educational Strategies; Learning Experience; Student Attitudes; Diaries; Multilingualism; Language Usage; Kindergarten; Elementary School Students; Native Language; Code Switching (Language) + Suchen Sie Ihr Suchwort? Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Forschungstätigkeit; Lehrstrategie; Lernerfahrung; Schülerverhalten; Diary; Tagebuch; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch
Abstract	This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children's learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher's field notes, the PTs' reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children's artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01