Adult ESL Instructors' Advocacy Efforts for Greater Refugee Support in and Outside the Classroom

• In Event: Advocacy, Equity, and Language Learning

Abstract

Given that refugee students come from various backgrounds and may have experienced trauma after arriving in the U.S., they face unique challenges when learning English. Thus, knowledge of refugee students’ life histories and circumstances is crucial to effective teaching and learning (Burns & Roberts, 2010). This research study offers valuable insights into the successful strategies of three adult ESL instructors from a community college in the southeastern United States who strive to support their adult refugee learners. This critical narrative research aims to illuminate their advocacy efforts in the classrooms and community. The findings provide much-needed empirical data on adult ESL instructors’ practices in promoting social change.

Authors

• Lan Quach Kolano, University of North Carolina - Charlotte
  Presenting Author

• Anna Sanczyk-Cruz
  Presenting Author