Three Critical Lessons Learned: Empowering Responses From Educators Working With Refugee Background Students

• In Event: Narrating Perspectives on Teaching, Learning, and Teacher Preparation in Bi/multilingual Contexts

Abstract

This study addresses the urgent need to better understand the language and literacy needs and challenges of learners from refugee backgrounds, alongside the mindful pedagogical responses used to build relationships with them while mitigating factors that may be potential academic disadvantages. As part of a multi-phase, multi-site nationally-funded research project, employing complementary ecological frameworks, we draw on data from a stakeholder survey, semi-structured interviews, focus groups, and classroom observations with educators from two schools (one elementary and one secondary). Using thematic analysis, our findings show three interrelated themes regarding lessons learned concerning the value of: relationships, communication flows within and across ecological systems, and flexibility and structure to promote appropriate and empowering school responses for refugee background children and youth.

Authors

• Margaret Mary Early, The University of British Columbia

• Maureen Kendrick, The University of British Columbia