Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administrators, Teachers, and Counselors

Autor/inn/en	Gahungu, Athanase; Gahungu, Olive; Luseno, Florah
Titel	Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administrators, Teachers, and Counselors
Quelle	In: International Journal of Educational Leadership Preparation, 6 (2011) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	School Readiness; Social Promotion; Educational Attainment; Foreign Countries; Refugees; Culturally Relevant Education; Migrant Children; Migrant Education; Barriers; Educational Indicators; Student Placement; Articulation (Education); Case Studies; English Language Learners; Social Adjustment; Student Adjustment; Educational Practices; Academic Failure; Burundi; United States + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Soziale Unterstützung; Bildungsabschluss; Bildungsgut; Ausland; Flüchtling; Educational indicato; Bildungsindikator; Schülerpraktikum; Articulation; Artikulation (Ling); Artikulation; Aussprache; Case study; Fallstudie; Case Study; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungspraxis; USA
Abstract	From 2006 to 2008, refugee resettlement agencies brought 4018 refugees to Chicago, Illinois. Using the example of the challenges faced by 14 refugee students from Burundi in adjusting to the U.S. school system, the authors call the attention of schools to the distinction between educating English Language Learners (ELL) and Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE). These authors also question the appropriateness of social promotion practices by which these students with truncated formal education are placed several grade levels above their actual educational attainment in U.S. schools, regardless of their school interruptions or limited school readiness. Principles and strategies for responsive integration of CDS-TFE in the U.S. educational systems are also explored. (Contains 6 tables and 2 footnotes.) (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10