Parental Support for Newcomer Children’s Education in a Smaller Centre

Li, Xuemei; Doyle, Antoinette; Lymburner, Maureen; Ghadi, Needal

doi:10.5206/cie-eci.v45i3.9301

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Current educational research on newcomer integration issues in NL has explored traditional ways of academic and social support, such as setting up language and academic bridging programs, providing for sports and extracurricular activities, and promoting peer interaction (Doyle, Li, & Grineva, 2016;Li, Doyle, Lymburner, & Ghadi, 2016;Li & Que, 2016;). Our OS project was a creative addition to the things we can do to foster the growth and well-being of immigrant and refugee youth in this province.…”

Section: Final Thoughtsmentioning

confidence: 99%

The Open Studio: Exploring Immigrant and Refugee Youth Experiences of Belonging through Community-Based Arts Practice

Lewis

McLeod

2018

Cult. and Ped. Inq.

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The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school immigrant students’ experiences of inclusion and belonging. The purpose was to help immigrant and refugee youth to adapt to a city in Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The Open Studio was structured along seven parameters: focus on intentional art-making; no judgmental commentary (positive or negative); non-evaluative in nature; no forced participation, including witnessing and sharing; and as importantly, participatory involvement of facilitators. The participant-planned and hosted final school exhibit contributed to learning, sharing, and group cohesiveness. A plain language needs assessment, semi-structured interviews, and focus group, were also used to generate data on how an Open Studio informs cultural experiences and feelings of integration and belonging. Keywords: Immigrant and refugee youth, art-making, belonging, integration

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Section: Final Thoughtsmentioning

confidence: 99%

The Open Studio: Exploring Immigrant and Refugee Youth Experiences of Belonging through Community-Based Arts Practice

Lewis

McLeod

2018

Cult. and Ped. Inq.

Self Cite

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“Transience, Disruption, and Unfamiliarity in Refugee Journeys”: How Are Newly Arrived Refugee Families Supported in Their Children’s Transition to School in a Host Country?

Sanagavarapu

2024

Journal of Research in Childhood Education

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Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example

Alefesha¹,

Al-Jamal²

2019

J Ethn Cult Stud

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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.

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Parental Support for Newcomer Children’s Education in a Smaller Centre

Cited by 3 publications

References 19 publications

The Open Studio: Exploring Immigrant and Refugee Youth Experiences of Belonging through Community-Based Arts Practice

The Open Studio: Exploring Immigrant and Refugee Youth Experiences of Belonging through Community-Based Arts Practice

“Transience, Disruption, and Unfamiliarity in Refugee Journeys”: How Are Newly Arrived Refugee Families Supported in Their Children’s Transition to School in a Host Country?

Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example

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