English Literacy Educators Working with Refugee Families

An Intercultural Approach to Adult Education

Häftad, Engelska, 2024

Av Clarena Larrotta, Merih Ugurel-Kamisli, Clarena (Texas State University) Larrotta, Merih (Assistant Professor at TED University in Turkey) Ugurel-Kamisli

659 kr

Beställningsvara. Skickas inom 10-15 vardagar

Fri frakt för medlemmar vid köp för minst 249 kr.

English Literacy Educators Working with Refugee Families highlights best practices for English literacy instruction when working with refugees in the United States. Given the global refugee crisis around the world, the topic of teaching language to refugees is of increasing importance. The volume addresses this pressing issue and provides valuable insights and tools for educators working with refugees and immigrants in a variety of programs.With contributions from authors who have experience teaching refugees, the book details innovative strategies and first-hand knowledge grounded in theory, research, and practice in adult education. Book contributors provide a review of the contexts for teaching refugees and illustrate the importance of implementing an intercultural communicative framework in the English literacy classroom.The book will be beneficial to pre-service teachers, students in undergraduate and graduate programs learning about adult literacy education, as well as educators and researchers interested in refugee education.

Produktinformation

Utgivningsdatum2024-10-21
Mått152 x 229 x 12 mm
Vikt200 g
FormatHäftad
SpråkEngelska
Antal sidor112
FörlagTaylor & Francis Ltd
ISBN9781032699608

Tillhör följande kategorier

Dr. Clarena Larrotta is Full Professor in the Counseling, Leadership, Adult Education, and School Psychology Department at Texas State University, USA. Using Freirean and participatory approaches to teaching and learning, her research interests focus on adult learning, English language teaching, and adult and family literacy.Dr. Merih Ugurel-Kamisli is Assistant Professor at TED University in Turkiye. Her research interests include English literacy, immigrant and refugee education, and social justice issues in adult education. She recently received the Alumni Engagement and Innovation Fund (AEIF) supported by the United States Department of State to provide intercultural communication training for teachers of refugees.

Foreword: Experiences teaching literacy to adult refugee learnersChapter 1 : The need for a best practices model teaching English literacy to refugeesChapter 2 : US refugee resettlement process, programs, and services Chapter 3 : Impact of immigration policy on adult literacy teachingChapter 4 : Intercultural communicative competence for refugee learnersChapter 5 : Community-led gardens as transformative classrooms for adult refugee English learners and familiesChapter 6 : The role of non-governmental organizations supporting adult refugees and familiesChapter 7 : Considerations and strategies for teaching refugee adult English learnersChapter 8 : A best practices model for teaching refugee adults and familiesChapter 9 : Best practices working with refugees: Concluding thoughts

‘Timely and relevant topic. The number of refugees coming to the USA is daily on the news; there are very few places in the country not being affected by this phenomenon. This book includes theoretical and practical aspects, which makes it relevant to practitioners and researchers. Both undergraduate and graduate students learning about adult literacy education in general and refugee/immigrant populations in particular will also benefit. Very reader friendly! And yet based on strong theory!’David Schwarzer, Ph.D., Montclair State University, USA‘Issues of adult education, immigration, and literacy development are catapulted to the forefront. Blending theory and practice makes the text relevant to the transnational conditions of our times. Authors weave a collective wisdom in this highly accessible yet theoretically robust book. Focusing on refugees' and immigrants’ diverse yet personal needs, this volume provides the reader practical guidance and highly descriptive context to make it relevant to their communities' teaching, learning, and development process.’Miguel A. Guajardo, Ph.D., Texas State University, USA