{"title":"Looking beyond Language: An Examination of College Literacy Readiness of Students from Refugee Backgrounds","authors":"Meagan A. Hoff","doi":"10.1080/10790195.2020.1795008","DOIUrl":null,"url":null,"abstract":"ABSTRACT For people who have experienced forced migration, postsecondary education provides a way to look forward instead of backward. Despite a high prevalence of college aspirations, refugee-background students are often considered not college-ready. The goal of this study was to understand the literacy practices that refugee-background students used to navigate the literacy expectations of a college program. This article reports findings from a case study with six focal students enrolled in a connected learning program. I uncovered strategies that were indicative of highly proficient readers including posing guiding questions, building schemata, intertextuality, and metacognitive awareness. However, I found little indication that participants evaluated online resources. I discuss these findings in relation to current understandings of college readiness and offer recommendations for institutions of higher education.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1795008","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2020.1795008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT For people who have experienced forced migration, postsecondary education provides a way to look forward instead of backward. Despite a high prevalence of college aspirations, refugee-background students are often considered not college-ready. The goal of this study was to understand the literacy practices that refugee-background students used to navigate the literacy expectations of a college program. This article reports findings from a case study with six focal students enrolled in a connected learning program. I uncovered strategies that were indicative of highly proficient readers including posing guiding questions, building schemata, intertextuality, and metacognitive awareness. However, I found little indication that participants evaluated online resources. I discuss these findings in relation to current understandings of college readiness and offer recommendations for institutions of higher education.
期刊介绍：
The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.
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