Evidence-Based Educational Practices for Working With Refugee Children

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI:10.1080/02568543.2023.2211127
Huili Hong, Qijie Cai
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Abstract

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.
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与难民儿童合作的循证教育实践
摘要本文介绍了难民儿童在东道国学习和生活中面临的五大挑战,揭示了重新审视他们在教育方面的优势和需求的迫切需要。它还报告了一个基于资产的参与性研究项目,该项目有18名职前教师和85名难民儿童(K-5)在美国参加课后英语学习项目。这项研究有两个目的。首先,本研究探讨了难民儿童作为多语言学习者的不同观点。这样做的目的是为普遍存在的关于年轻难民的赤字思维提供新颖的反叙事,而不是强调他们的资产、贡献和学习潜力。第二,它审查了能够提高难民儿童学习经验和机会的教育战略。定性分析和语篇分析相结合,检查研究人员的现场笔记、PT的反思日志、对儿童的采访、关于有效ML教学策略的调查论文以及儿童的人工制品。研究结果的第一部分表明,难民儿童作为多语言学习者的其他视角如何围绕他们被忽视的学习能力和潜力引发新的对话。第二部分讨论了本研究中发现的五种循证教学策略,这些策略是处理难民儿童的有效教育实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Research in Childhood Education
Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
27
期刊介绍: The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.
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