Communication Disorders and the Inclusion of Newcomer African Refugees in Rural Primary Schools of British Columbia, Canada

Autor/in	Usman, Lantana M.
Titel	Communication Disorders and the Inclusion of Newcomer African Refugees in Rural Primary Schools of British Columbia, Canada
Quelle	In: International Journal of Progressive Education, 8 (2012) 2, S.102-120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Learning Disabilities; Ethnography; Communication Disorders; Foreign Countries; Minority Groups; Refugees; Immigrants; Inclusion; Rural Schools; Elementary Schools; Standardized Tests; Disability Identification; Language Proficiency; English (Second Language); Interpersonal Competence; Multicultural Education; Sociolinguistics; Language Usage; Grade 3; Grade 4; Interviews; Language Skills; Communication Skills; Parents; Cultural Influences; Africa; Canada; Liberia; Sierra Leone + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Ethnografie; Kommunikationsstörung; Ausland; Ethnische Minderheit; Flüchtling; Immigrant; Immigrantin; Immigranten; Inklusion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Standadised tests; Standardisierter Test; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kompetenz; Multikulturelle Erziehung; Soziolinguistik; Sprachgebrauch; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Interviewing; Interviewtechnik; Kommunikationsstil; Eltern; Cultural influence; Kultureinfluss; Afrika; Kanada
Abstract	In Canadian public primary schools, newcomer West African refugees like other ethnic immigrant students are a visible minority group, often referred as Linguistic and Culturally Different (LCD) students. In the province of British Columbia, newcomer immigrant students are subjected to a battery of tests, as soon as they enroll in the primary public school system. These tests are the provincial Standardized Assessment Tests (SAT) and classroom Teacher Assessment of Learning (TAL) that aim at obtaining data for diagnostic purposes of students' learning and teaching purposes. Specific to LCD refugee and immigrant students, they are also assessed on English Language Communication Proficiency (oral and written), Social Skills amongst others, regardless of the degree of proficiency in English language as members of the Anglo-phone Commonwealth countries whose curriculum and medium of instruction is British related. More often, the African immigrants and refugee students of the Anglo-phone African countries are most times diagnosed with English Language Communication Disorders (ELCDs), which has been questioned by some Canadian researchers of Learning Disabilities (LDs) and Multicultural Education (ME), especially with regards to the cultural compatibility of the assessment process/diagnostic tools, and criteria used to assess these LCD refugee and immigrant students. The article discusses the above discourse, with the support of findings of a qualitative ethnographic research findings and related literature. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10