Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Due, Clemence; Riggs, Damien W.; Mandara, Mia

doi:10.1177/0004944115587365

Cited by 31 publications

(25 citation statements)

References 18 publications

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“…Training, including cultural competency, which links to curriculum is ideal. Practical information and advice is most useful for teachers with a large workload and students can benefit from increased knowledge around mental health and services . Culturally inclusive curriculum can increase the broader student cohort's understanding of the refugee experience—a point of connection from which friendships and a sense of belonging can develop, improving wellbeing and access to mental health support …”

Section: Discussionmentioning

confidence: 99%

The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

Baak

Miller

Ziersch

et al. 2019

Journal of School Health

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BACKGROUND Refugee background young people are at increased risk of mental health problems. In countries of refugee resettlement, schools are important sites where mental health difficulties can be identified and service access facilitated; however, little is known about how best to support these practices within schools.METHODS This article explores school and mental health service providers' perspectives on mental health challenges and referral pathways for refugee youth in South Australia. It draws on semi-structured in-depth interviews with 17 secondary school staff and 10 mental health service providers, which were analyzed thematically. RESULTSKey challenges for school staff in identifying mental health issues were understanding behaviors, overcoming stigma, cultural and linguistic barriers, engaging with parents, staff preparation and training, and embeddedness within Western understandings of mental health. There was also limited awareness of appropriate mental health services and referral pathways. Service providers recognized schools' key role in identifying mental health issues for refugee students.CONCLUSIONS Enhanced training and support is required for teachers to identify and refer students who might be experiencing mental health issues. ''On-site'' school services, bi-cultural workers, and increased knowledge of existing within-school supports and referral pathways to external services would enhance outcomes for refugee students.Citation: Baak M, Miller E, Ziersch A, Due C, Masocha S, Ziaian T. The role of schools in identifying and referring refugee background young people who are experiencing mental health issues.

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Section: Discussionmentioning

confidence: 99%

The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

Baak

Miller

Ziersch

et al. 2019

Journal of School Health

Self Cite

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“…Despite noting these difficulties, littleattempt was made by the decision makers and policy developers to provide appropriate language instruction (J Brown, Due, Riggs, & Mandara, 2015a) with the instructors continuing to implement programs that were originally designed to accommodate the English language learning needs of migrants from vastly different backgrounds to those endured by learners with refugee experiences. The implementation of programs that reflect Tyler's four principles of curriculum that focus on the structure, grammar and vocabulary for the formal, academic use of English.…”

Section: Learning To Speak 'Australian'mentioning

confidence: 99%

“…Typically, in a country that primarily values the white, Anglo-Saxon, middle class ways of knowing, the rich, predominantly oral linguistic culture that Sudanese children and young adults bring to their new country is rarely recognized in the Australian education system even though it has enormous potential to support their learning in English language and literacy (Cole, 2013;Major, Wilkinson, Langat, & Santoro, 2013). Sadly, the acquisition of language competencies alone is still not a 'free pass' to inclusion, acculturation or addressing the power balance in mainstream schooling (Due, Riggs, & Mandara, 2015b). In fact, the entire meaning of literacy and language leaning is often totally misrepresented.…”

Section: Learning To Speak 'Australian'mentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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This writing presents a retrospective view of the literature around meeting students' learning needs in Australian schools. It has particular reference to one particular group of students with refugee experience who have been in Australian schools for over a dozen years; students with a background of oracy from Southern Sudan. It highlights the complexities and challenges of the Australian education system in their attempts to authentically engage with the psychological and literacy needs of these students. The development of psychological health and literacy competencies are considered to be two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these particular students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students with refugee experiences and of all the diverse student cohorts who are currently engaging with Australian schooling. 2 Refugees leave their home country as result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group (see http://www.unhcr.org/pages/49c3646c125.html) 3 Individuals who have fled their countries usually as a result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group and seek asylum elsewhere (see

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“…For those who make their way to Canada, war-related mental health distress may occur alongside poverty, discrimination, isolation, language barriers and difficulties in school [6,7]. Studies on young people with refugee backgrounds in Australia point to similar resettlement realities [8,9,10,11,12,13,14,15,16,17]. With growing numbers of asylum claimants and their families receiving permanent residency—and becoming interwoven in the Canadian social fabric—it is critical that psychosocial programs and interventions address their needs, as individuals, families and communities.…”

Section: Introductionmentioning

confidence: 99%

Addressing Marginality and Exclusion: The Resettlement Experiences of War-Affected Young People in Quebec, Canada

Buccitelli

Denov

2019

Children

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Accessing meaningful forms of support can be an onerous experience for young people resettling from war-affected contexts. In addition to facing linguistic and financial barriers in this process, these young people negotiate care systems that are often structurally and culturally insensitive to their unique needs, values, beliefs, and intersectional experiences of oppression. Drawing on interviews with 22 young people from war-affected areas living in Quebec, Canada, this paper critically examines how dominant cultural norms and social relations in Quebec’s health, social and educational services network shape their experiences in seeking care, healing and belonging. Alternative care systems and approaches, as proposed by the participants, are then explored. The findings emphasize the need for spaces and care services where war-affected young people’s identities and lived realities are validated and represented.

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Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Cited by 31 publications

References 18 publications

The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

Becoming Australian: a review of southern Sudanese students’ educational experiences

Addressing Marginality and Exclusion: The Resettlement Experiences of War-Affected Young People in Quebec, Canada

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