Language, Teaching and Pedagogy for Refugee Education.

Intro -- Contents -- LIST OF CONTRIBUTORS -- PART I: SEEKING HIGHER EDUCATION -- Introduction to Language, Teaching, and Pedagogy for Refugee Education -- Introduction -- The Current Scenario -- Educational Access -- Language Learning -- Chapter Overviews -- Conclusion -- References -- Chapter 1: Asylum-Seeking Students' Experience of Higher Education in the UK -- Introduction -- The Research Participants -- Researcher Involvement -- The Findings - "What Does Attending A University Mean to Me"? -- Conclusion -- References -- Chapter 2: Conceptualizing Higher Education Aspirations Formation Among Marginalized Migrant Youth in Johannesburg, South Africa -- Introduction -- Contextual Orientation -- Educational Policy Landscape -- Capabilities, Educational Aspirations, and Marginalized Migrants -- Four Types of Aspirations -- Resigned Aspirations -- Powerful Aspirations -- Persistent Aspirations -- Frustrated Aspirations -- Understanding Educational Aspirations Formation from a Disadvantage Perspective -- What Does This Mean for Human Development? -- Conclusion -- References -- Chapter 3: Occupation-Based Didactic Model for English Language Teaching to Refugees to Improve their Sustainability and Social Integration -- Introduction -- Teaching English for Occupational Purposes -- The Communicative Approach to Language Teaching -- Pedagogical Theories that Support the Occupation-Based Didactic Model for English Language Teaching to Refugees -- Previous Studies -- Methods -- Results of the Educative Investigation -- Occupation-Based Didactic Model to Teach English to Refugees -- Didactic Materials -- Didactic Principles -- Didactic Laws -- METHODOLOGY TO TEACH OCCUPATION-BASED ENGLISH TO REFUGEES -- Stage I -- Stage II -- Stage III -- Stage IV -- Conclusions -- References.

Chapter 4: Post-Secondary Education and the Full Integration of Government-Assisted Refugees in Canada: A Direction for Program Innovation -- Economic and Cultural Integration of Government-Assisted Refugees in Canada -- The Juxtaposition of Canada's Integration Goals and Humanitarian Admission Policy -- Post-Secondary Institutions as the Integration Catalyst for Resettled Refugees and Host Communities -- Identifying the Post-Secondary Access Challenges Faced by Karen GARs -- Facilitating Economic and Cultural Integration: Leveraging the Potential of Young GARs -- Developing Economic Integration Capacity -- Preserving Cultural Assets -- Identifying the Critical Challenges to Full GAR Integration -- Building Higher Education Culture -- Barriers to Cultural Integration -- The Weight of Family and Refugee Community Responsibility -- Recommendations Empowering Pre-Teen GAR Arrivals -- Support for a Pathway Approach -- Conclusion -- References -- Chapter 5: Literacy Instruction Without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings -- Introduction -- Literacy Education Under Duress -- Current State of Refugees -- Refugee Literacy Education -- Best Practices for Literacy Programming -- Recommendations for Literacy Programs in Refugee Settings -- Teach the Importance of L1 Literacy and Value of Biliteracy -- Foundational Literacy Knowledge -- Focus on Comprehension -- Encourage the Creation of Texts -- Conclusions -- References -- Chapter 6: "Start ins Deutsche" - Students Teach German to Refugees at Goethe University Frankfurt -- The LONG SUMMER OF MIGRATION of 2015 - A New German Willkommenskultur? -- Start ins Deutsche - An Ambitious Project to Support Language Integration -- Course of Project Phases -- Two-day Training -- Language Courses -- Supervision.

Evaluation of Start ins Deutsche by German Language Teachers and the Language Learners -- Data on German Language Teachers -- Data on Language Learners -- Impressions from Our Supervision Groups -- Start ins Deutsche - Animating the Willkommenskultur -- Outlook -- References -- PART II: TECHNOLOGY AND HIGHEREDUCATION -- Chapter 7: Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges -- Introduction -- Addressing the Educational Needs of Refugees with a Disability -- Education Delivery and Displaced Learners -- Building a Model of Delivery -- The Delivery Platform -- Appropriate Hardware Devices -- Appropriate Learning Management System (LMS) -- Appropriate Authoring Tools -- Accessible Materials -- Delivery Partners -- Building Capacity in Delivery Partners -- Inclusion Through Universal Design -- Applying Universal Design to the Education of Displaced People with Disabilities -- Principle One: Equitable Use -- Principle Two: Flexibility in Use -- Principle Three: Simple and Intuitive Use -- Principle Four: Perceptible Information -- Principle Five: Tolerance for Error -- Principle Six: Low Physical Effort -- Principle Seven: Size and Space for Approach and Use -- Conclusion -- References -- Chapter 8: Adaptation of Conventional Technologies with Refugee Language Learners: An Overview of Possibilities -- Introduction: Overview of Technology in Typically Studied Language Learners -- Experiences Pre-Resettlement -- Transitions to Digital Societies: What We Know About How Technology Is Used -- Importance of Digital Literacy -- Using Digital Technology to Promote Language Learning -- Challenges in Teaching Digital Literacy in the Classroom and for Language Programs -- The Hope of Mobile-Assisted Language Learning -- Tapping into Mobile Technologies as Tools for Language Learning.

Conclusions and Future Directions -- References -- Chapter 9: How Social Media Can Play a Role in an Educational Context, in an Informal Refugee Camp in Europe -- Introduction -- Literature Review -- Calais Refugee Camp in Context -- Citizen Journalism and Mainstream Media -- Research Method -- Ethical Considerations -- Results -- Discussion -- Conclusion -- References -- Chapter 10: Reaching Refugees: Southern New Hampshire University's Project-Based Degree Model for Refugee Higher Education -- Introduction -- Case Study: SNHU GEM Model &amp -- Programs in Rwanda -- Competency-Based Degree -- Blended Learning: A Partnership Model -- Adaptive and Context-Sensitive Support -- Implications -- Higher Education as an Alternative Displacement Solution -- Limitations of Online Learning and Technology -- Provision of Western Higher Education in Non-Western Contexts -- Conclusion -- References -- Chapter 11: Creating A Borderless World of Education for Refugees -- Introduction -- The Challenges -- An Alternative Route -- Distance Education -- University of the People -- Opportunities for Refugees -- Conclusion -- References -- About the Authors -- NAME INDEX -- SUBJECT INDEX.

This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on language, teaching and pedagogical issues surrounding refugee education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.