Is There a Pedagogy for Refugee Background Students: A Focused Mapping Review of the Literature

• In Event: Multicultural Competence of Preservice Teachers/Teacher Candidates and Curriculum

Abstract

There is near consensus that teachers are poorly prepared to work with refugee-background students and that inservice and preservice education programs are doing little to address the situation. Part of the problem is that the literature on refugee education describes the dispositional and classroom environmental factors needed to optimize refugee learning, but less is available to help teachers develop pedagogical skills and resources that are effective in teaching refugee young people. In this review, the emphasis was on identifying specific teaching methods that can guide future preservice and inservice teacher development. While the review found a significant body of recommendations related to language development and social-emotional growth, little was found related to content area teaching or pedagogies for older students.

Authors

• Rick A Breault, Ashland University

• Grace H.C. Huang, Cleveland State University