Dergiler / IOJET / 2020 / Cilt: 7 - Sayı: 1

TEACHING LANGUAGES TO STUDENTS FROM REFUGEE AND MIGRANT BACKGROUNDS AROUND EUROPE: EXPLORING DIFFICULTIES AND TEACHERS’ BELIEFS

Dergi
IOJET
Sayfa
60–82
Yayın Tarihi
2022-10-18
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The paper ends with some empirically derived suggestions onhow teachers could deal with the challenges related to this new reality.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This paper presents and discusses the results of a study which investigated the needs,attitudes and beliefs of foreign language teachers of refugees in Greece and other countries ofEurope.
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Temel Bulgular & Veri:The research which was conducted in two phases, with the one being the pilot phase,involved approximately 120 teachers who commented on the difficulties that they face incontexts with students from refugee and migrant backgrounds.
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Sonuç & Katkı:The paper ends with some empirically derived suggestions onhow teachers could deal with the challenges related to this new reality.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

This paper presents and discusses the results of a study which investigated the needs,attitudes and beliefs of foreign language teachers of refugees in Greece and other countries ofEurope. The research which was conducted in two phases, with the one being the pilot phase,involved approximately 120 teachers who commented on the difficulties that they face incontexts with students from refugee and migrant backgrounds. Students' trauma experiences,lack of schooling experience, behavioral problems, lack of specially designed materialscatering for the needs of refugees, and of course the language barrier, were among the mostfrequently claimed problems. The paper ends with some empirically derived suggestions onhow teachers could deal with the challenges related to this new reality.

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Bu Makaleye Atıf Yap

STATHOPOULOU, M., DASSI, P. (2022). TEACHING LANGUAGES TO STUDENTS FROM REFUGEE AND MIGRANT BACKGROUNDS AROUND EUROPE: EXPLORING DIFFICULTIES AND TEACHERS’ BELIEFS. IOJET, Cilt: 7 - Sayı: 1, 60–82. https://ajindex.com/articles/542287

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Kaynakça (9)

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  2. Beacco, J-C. Byram, M. Cavalli, M., Coste, D., Egli C. M., Goullier, F. & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe, Language Policy Division. Retrieved from: https://www.coe.int/t/dg4/Linguistic/Source/LE_texts_Source/LE%202015/GUIDE_PI E_final%2030%20sept15_EN.pdf Boal, A. (1985). Theatre of the oppressed. New York: Theatre Communications Group. Canagarajah, S.A. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589–604.
  3. Civitillo, S. Juang, L. P, Badra, M & Schachner, M. K. (2019) The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351
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  5. Council of Europe. (2018) CEFR Companion volume with new descriptors. Retrieved from: https://www.coe.int/en/web/common-european-framework-reference-languages
  6. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.
  7. Cummins, J., & Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education. Dalgaard, N. T., Todd, B. K., Daniel, S. I. F., & Montgomery, E. (2016). The transmission of trauma in refugee families: Associations between intra-family trauma communication style, children's attachment security and psychosocial adjustment. Attachment & Human Development, 18, 69–89.
  8. De Haene, L., Grietens, H., &Verschueren, K. (2007). From symptom to context: A review of the literature on refugee children's mental health. Hellenic Journal of Psychology, 4, 233–256. deWalPastoor, L. (2015). The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway. International Journal of Educational Development, 41, 245–254.
  9. Dryden-Peterson, S. (2015). Refugee education in countries of fir