Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country

Autor/in	Sadiq, Assadullah
Titel	Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country
Quelle	In: Journal of Literacy Research, 54 (2022) 1, S.28-50 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sadiq, Assadullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X221076431
Schlagwörter	Refugees; Elementary School Students; Learning Activities; Family Environment; Parent Attitudes; Foreign Countries; Literacy; Background; Barriers; Social Influences; Cultural Influences; Language Usage; Literacy Education; Religion; Islam; Religious Factors; Story Telling; Language of Instruction; Urdu; English (Second Language); Reading Skills; Writing Skills; Language Skills; Afghanistan; Pakistan + Suchen Sie Ihr Suchwort? Flüchtling; Lernaktivität; Familienmilieu; Elternverhalten; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Hintergrundinformation; Sozialer Einfluss; Cultural influence; Kultureinfluss; Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz
Abstract	Most refugees in countries of permanent resettlement arrive from first-asylum countries -- countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01