LEARN or Not: Academic Bridging Programs for Newcomers at Primary and Secondary Levels in Newfoundland

• In Event: 56.061 - Curriculum and Academic Programs for Multicultural/Multiethnic Societies

Abstract

This study examined how schools met the educational needs of refugee newcomer students and compared the strategies that have been used in an Atlantic Canada province. Brofenbrenner’s Bioecological Model (1999, 2005) was employed as the theoretical framework. 41 semi-structured interviews were conducted with newcomer students, teachers and administrators, and settlement agency staff at one elementary school, one middle school, and one high school. Data were analyzed case by case and then cross-compared for themes. Findings revealed prominent issues in our education system concerning the provision of academic bridging programs perceived by teachers and newcomer students. Recommendations were made on making our education system more equitable and inclusive for newcomer children and youth with educational gaps.

Authors

• Hua Que, Memorial University of Newfoundland

• Xuemei Li, Memorial University of Newfoundland