Welcoming Languages: Teaching a 'Refugee Language' to School Staff to Enact the Principle of Integration as a Two-Way Process
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| Title: | Welcoming Languages: Teaching a 'Refugee Language' to School Staff to Enact the Principle of Integration as a Two-Way Process |
|---|---|
| Language: | English |
| Authors: | Giovanna Fassetta (ORCID |
| Source: | Language and Intercultural Communication. 2023 23(6):559-573. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Refugees, Acculturation, Social Integration, Desegregation Methods, Arabic, Elementary Schools, Inclusion, Second Language Instruction, School Community Relationship, Faculty |
| Geographic Terms: | United Kingdom (Scotland) |
| DOI: | 10.1080/14708477.2023.2247386 |
| ISSN: | 1470-8477 1747-759X |
| Abstract: | In this article we discuss the outcomes of a project which taught Arabic as a 'refugee language' to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff's own practice, and on the wider school community. We list a set of recommendation to expand the languages spoken and taught in educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409346 |
| Database: | ERIC |
| Abstract: | In this article we discuss the outcomes of a project which taught Arabic as a 'refugee language' to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff's own practice, and on the wider school community. We list a set of recommendation to expand the languages spoken and taught in educational contexts. |
|---|---|
| ISSN: | 1470-8477 1747-759X |
| DOI: | 10.1080/14708477.2023.2247386 |
