Valuing the Resources and Experiences of Refugee-Background Learners: A Principled Approach to Teaching and Learning Academic Language

Autor/inn/en	Warriner, Doris S.; Fredricks, Daisy E.; Duran, Chatwara Suwannamai
Titel	Valuing the Resources and Experiences of Refugee-Background Learners: A Principled Approach to Teaching and Learning Academic Language
Quelle	In: Theory Into Practice, 59 (2020) 1, S.32-41 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665412
Schlagwörter	Refugees; Academic Language; Elementary School Students; Secondary School Students; Cultural Background; Educational Background; Educational Principles; Trauma; Migration; Literacy; Multilingualism; Inclusion; Equal Education; Multimedia Instruction; Individualized Instruction; English (Second Language); Educational Strategies; Experience + Suchen Sie Ihr Suchwort? Flüchtling; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sekundarschüler; Vorbildung; Bildungsprinzip; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Inklusion; Multimediales Lernen; Individualisierender Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrstrategie; Erfahrung
Abstract	Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and their uniquely challenging life experiences will help teachers recognize possible ways to leverage resources such as multilingualism, familiarity with multimodal practices, digital literacies, or life experience. This article identifies and illustrates a handful of principles, approaches, and strategies that teachers invested in teaching AL (spoken and written) to refugee-background students in K-12 settings might find useful. Teachers who tailor their instruction to the unique situations of refugee-background learners from a wide range of educational, cultural, and national backgrounds are well-positioned to promote equity and inclusion in their classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01