Caring across Communities: Strategies to Meet the Academic and Cultural Needs of Refugee Language Learners

Autor/inn/en	Nasiri, Sekineh; Santiago, Geraldine Marquez
Titel	Caring across Communities: Strategies to Meet the Academic and Cultural Needs of Refugee Language Learners
Quelle	In: Texas Association for Literacy Education Yearbook, 4 (2017), S.40-44 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-0590
Schlagwörter	Caring; English Language Learners; Refugees; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Literacy; Academic Achievement; Standards; Language Teachers; Cooperative Learning; Misconceptions; Educational Background; Immigrants; Teaching Methods; Native Language; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Flüchtling; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Standard; Language teacher; Sprachunterricht; Kooperatives Lernen; Missverständnis; Vorbildung; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In recent years, the number of refugee English language learners (ELLs) in the United States has increased exponentially (Edwards, 2016). Yet, many schools are unprepared to meet the cultural and academic needs of these learners. Recent research on this topic has indicated that a number of strategies can be used to prepare refugee ELLs in the acquisition of linguistic proficiency, literacy skills, and content knowledge in their second language while ensuring that these students meet the same academic achievement standards as non-ELL students. In this chapter, we discuss the use of mini-lessons as a strategy that can aid English as a Second Language (ESL) teachers and promote reflexive and collaborative classroom environments. (As Provided).
Anmerkungen	Texas Association for Literacy Education. PO Box 451761, Houston, TX 77245. e-mail: taleyearbook@gmail.com; Web site: http://www.texasreaders.org/yearbooks.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01