Dataset Information

Refugee Children and English Language: Challenges From English Language Teachers' Perspectives.

ABSTRACT: This study aimed to investigate the challenges refugee children face in learning the English language from teachers' perspectives and the challenges of refugees' English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers' acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refugee children face linguistic and psychological challenges in learning English. This study attempted to find out the relationship between teachers' preparation and their cultural competency, self-efficacy, and practices they implement and then the relationship between refugees' psychological needs and linguistic challenges, respectively, and teachers' self-efficacy, cultural competency, and practices. Results revealed several significant relationships between challenges and presented them in a model.

SUBMITTER: Alrawashdeh HA

PROVIDER: S-EPMC9257178 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Refugee Children and English Language: Challenges From English Language Teachers' Perspectives.

Alrawashdeh Haneen Abdaljaleel HA Kunt Naciye N

Frontiers in psychology 20220622

This study aimed to investigate the challenges refugee children face in learning the English language from teachers' perspectives and the challenges of refugees' English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers' acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refuge ...[more]

PMID: 35814139

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Project description:Mastering the language of the destination country is key to immigrant and refugee children's educational success. Refugee children typically face the challenge of starting or continuing their educational carrier in a completely new context and in a completely new language. In this study, we examine the role of preschool attendance and formal language instruction in supporting young refugee children to acquire destination language competencies. We pursue three research objectives: First, we aim at identifying relevant conditions associated with German language acquisition in general. Second, we examine the (relative) importance of institutional learning support in preschool and language instruction. Third, we investigate whether the benefits of attending preschool are more pronounced for refugee children who have only limited exposure to the destination language outside of the institutional context, as compared to children who have more exposure to the language outside of preschool. Using data from the ReGES study, we analyze the early processes of destination language acquisition among a large population of refugee children of preschool age in Germany. Our findings indicate that conditions associated with motivation, exposure and efficiency of learning that were found in prior research to determine destination language competencies of children from other immigrant groups apply to refugee children in a similar manner. Additional conditions associated with the specific circumstances that refugees often experience, including possible consequences of insecure residence status, risk of post-traumatic stress disorders, and living in collective accommodation, do not significantly contribute to this outcome in our analysis. Furthermore, we find that there is a positive relationship between children's German language competency levels and both preschool attendance and formal language instruction. The findings indicate that the benefits of attending preschool are largely related to additional language instruction that refugee children receive within this context. Moreover, these benefits are particularly pronounced among refugee children who have only limited exposure to German at home and in their everyday lives. Overall, our findings emphasize the importance of preschool attendance and formal language instruction for refugee children's destination language acquisition.

Project description:BackgroundChinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China's influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation.ObjectivesThe primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction.MethodologyThe research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin.FindingsThe research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors.ImplicationsThe implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers.

Dataset Information

Refugee Children and English Language: Challenges From English Language Teachers' Perspectives.

Publications

Refugee Children and English Language: Challenges From English Language Teachers' Perspectives.

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