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The “Refugee Community Education Video Index,” authored by Catholic Charities, is a comprehensive resource featuring a curated collection of videos on a wide range of topics, including health, estate planning, English learning, and more. This index is thoughtfully categorized by language to ensure accessibility and relevance for diverse refugee communities. By providing easily accessible educational […]
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Hosted on Friday, July 19, 2024, the training was delivered by Caroline Dilts, LICSW, the Refugee Program Manager at the Research Program for Children and Adversity at the Boston College School of Social Work; Farhad Sharifi, MSW, a recent Afghan evacuee who was initially at Camp Atterbury; Maliha Raza Khan, MA, a nonprofit consultant with […]
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This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This […]
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This paper examines issues regarding the mainstream English curriculum for North Korean refugee students in South Korea, and delineates a participatory English curriculum as an alternative to the problematized mainstream English curriculum. During the first phase of the study, the researcher observed ten English classes and interviewed the principal, five English teachers, and thirteen students. […]
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The research presented in this article examines the English language and print literacy development of adolescent refugee students with limited and interrupted formal education (SLIFE) aged 14 to 21. The aim of this research was to determine if and how teaching early reading strategies to secondary ESL/ELD teachers could improve students’ English language and literacy […]
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Lack of proficiency in the language of the host country predicts distress among refugees, but many refugees and asylum seekers in the United Kingdom have less than functional English. This study examined how learning English affected refugees’ and asylum seekers’ lives, particularly their emotional wellbeing, to explore what factors, particularly psychological ones, facilitated or impeded […]
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This study explores the critical barriers to English language learning for Afghan refugee women in Australia. Using data from 23 individual interviews and five focus group discussions, these show that although the participants received formal support from the Australian Government, the majority still struggled to learn English effectively. A thematic analysis of the interview responses […]
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This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning […]
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Background: We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling. Methods: Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic […]
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We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found […]
