Schools Cannot Do It Alone: A Community-Based Approach to Refugee Youth’s Language Development

Symons, Carrie; Ponzio, Christina

doi:10.1080/02568543.2018.1531450

Cited by 24 publications

(11 citation statements)

References 33 publications

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“…Rethinking how to approach refugee youth's host language development in resettlement countries is also a challenge, in and out of school. An ethnographic case study evaluated a community-based initiative in the form of a summer camp for immigrant and refugee middle and high school students in the United States (89). The summer camp was based on a distributed mentorship model and was effective in creating favorable conditions for English language development as well as a sense of belonging and social ties within the community.…”

Section: Mentoring Programsmentioning

confidence: 99%

Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions

Frounfelker

Miconi

Farrar

et al. 2020

Annu. Rev. Public Health

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The number of refugee youth worldwide receives international attention and is a top priority in both academic and political agendas. This article adopts a critical eye in summarizing current epidemiological knowledge of refugee youth mental health as well as interventions aimed to prevent or reduce mental health problems among children and adolescents in both high- and low-to-middle-income countries. We highlight current challenges and limitations of extant literature and present potential opportunities and recommendations in refugee child psychiatric epidemiology and mental health services research for moving forward. In light of the mounting xenophobic sentiments we are presently witnessing across societies, we argue that, as a first step, all epidemiological and intervention research should advocate for social justice to guarantee the safety of and respect for the basic human rights of all refugee populations during their journey and resettlement. A constructive dialogue between scholars and policy makers is warranted.

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Section: Mentoring Programsmentioning

confidence: 99%

Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions

Frounfelker

Miconi

Farrar

et al. 2020

Annu. Rev. Public Health

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“…Additional scholarship in the field of education has focused on students from refugee backgrounds who participate in learning and development activities in out-ofschool educational contexts, such as after-school programs, summer camps, and writing workshops. These studies describe how, while navigating literacy practices in many different ways, participants talked and wrote about the past and their visions for the future (Daniel, 2019;Omerbašić, 2015), participated in science discourse (Ryu et al, 2019), cultivated a sense of belonging in the community while learning a new language (Symons & Ponzio, 2019), and challenged racially biased discourses around Asian identity (Kolano & Davila, 2019). Yet little is known in the field about the critical literacy practices of young children from refugee backgrounds, as they interact with, and engage in, dialogic reading of picturebooks in an after-school program.…”

Section: After-school Programsmentioning

confidence: 99%

Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds

Vehabovic

2021

Journal of Literacy Research

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This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.

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“…Research on the overall effectiveness of community schools is emerging (Heers, Van Klaveren, Groot, & Maassen van den Brink, 2016). While there is literature focused on the ways community-based organizations and school districts partner to meet the cultural and linguistic needs of newcomer students (Symons & Ponzio, 2019), little research on fullservice community schools designed intentionally with immigrant and refugee students in mind has been conducted. An exception is Oakland International High School, a community school for high school ELL newcomer populations (see Kessler, 2009;Maier & Levin-Guracar, n.d.).…”

Section: Community Schoolsmentioning

confidence: 99%

Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners

et al. 2021

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Inequitable learning opportunities are a leading contributor to the persistent literacy achievement gaps evident between historically marginalized students and their more affluent peers. This study investigated the impact of a community school reform effort in an urban middle school. The community school initiative focused on meeting the complex academic and non-academic needs of newcomer (i.e., immigrant and refugee) students and families. The researchers compared the community school students to a propensity score-matched group and found that the community school students significantly outperformed the comparison group in English language arts (ELA) from Grade 6 to 8 and had significantly fewer course failures in Grade 8. Results of this study also indicate the promising contributions community school wrap-around services lend to reducing the literacy learning gap between ELL students and their non-ELL peers in the middle grades.

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Schools Cannot Do It Alone: A Community-Based Approach to Refugee Youth’s Language Development

Cited by 24 publications

References 33 publications

Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions

Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions

Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds

Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners

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