Teacher Education Journal Series: Evidence-Based Educational Practices for Working with Refugee Children.
Date/Time
10/15/2024
6:00 PM - 7:00 PM Eastern
6:00 PM - 7:00 PM Eastern
Event Registration
Event Description
Time and Date:
October 15, from 6-7 PM
Description:
This webinar will discuss the many challenges refugee children experience. This webinar will also examine the many strengths refugee students bring and how we can support in bridging their needs.
Article:
Evidence-Based Educational Practices for Working with Refugee Children. by Huili Hong and Qijie Cai
Abstract: This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children’s learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher’s field notes, the PTs’ reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children’s artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children.
Presenter:
Dr. Sandra Vargas- Sandra Vargas-Ortega is an ENL educator and an adjunct professor of TESOL at InterAmerican University where she teaches students in the TESOL Masters program and serves as a co-director for the Second Language Acquisition Research dissertation committee. She also serves as VP of communications at NYSTESOL Dr. Beth Clark-Gareca- is an an associate professor of TESOL at SUNY Binghamton where she works with MA TESOL students as well as MSED K-12 students, and Advanced Certificate students
October 15, from 6-7 PM
Description:
This webinar will discuss the many challenges refugee children experience. This webinar will also examine the many strengths refugee students bring and how we can support in bridging their needs.
Article:
Evidence-Based Educational Practices for Working with Refugee Children. by Huili Hong and Qijie Cai
Abstract: This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children’s learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher’s field notes, the PTs’ reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children’s artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children.
Presenter:
Dr. Sandra Vargas- Sandra Vargas-Ortega is an ENL educator and an adjunct professor of TESOL at InterAmerican University where she teaches students in the TESOL Masters program and serves as a co-director for the Second Language Acquisition Research dissertation committee. She also serves as VP of communications at NYSTESOL Dr. Beth Clark-Gareca- is an an associate professor of TESOL at SUNY Binghamton where she works with MA TESOL students as well as MSED K-12 students, and Advanced Certificate students
Location
Setting: Live Virtual
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