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Session Type: Symposium
In resettlement contexts, schooling can provide a sense of stability for refugee students, while helping them adapt to their new surroundings. Scholars have suggested that education plays a significant role in shaping how refugees adapt to and identify with their new host society. Teachers, in particular, provide a consistent presence in the lives of their students, helping newcomers adapt to classrooms through cultural and institutional navigation. This symposium examines how teachers navigate the current social and political climate in the United States to support culturally and linguistically diverse refugee students in four different educational contexts. Together, the four papers examine teachers’ beliefs about language, immigration, and culture, and their implications for refugee students in the United States.
Teaching Students From Refugee Backgrounds in Arizona: The Appropriation of Structured English Immersion - Eric Ambroso, Arizona State University
Upholding a Balanced Pro-Multilingual Stance Within Linguistically Diverse ESL Classrooms - Liv T. Davila, University of Illinois at Urbana-Champaign
The World Between Us: Teachers' Beliefs About Boundaries While Working With Adult Refugees - Lindsay Jarratt, The University of Iowa
The Obscured Enemy Behind Persecution: Critical Content Analysis of Picture Books Featuring Refugee Children - Ekaterina Strekalova-Hughes, University of Missouri - Kansas City