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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 0000-0002-5661-4429), Maria Grazia Imperiale, Sahar Alshobaki, Nazmi Al-Masri
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
FullText Text:
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PubType: Academic Journal
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  Data: Welcoming Languages: Teaching a 'Refugee Language' to School Staff to Enact the Principle of Integration as a Two-Way Process
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  Data: <searchLink fieldCode="AR" term="%22Giovanna+Fassetta%22">Giovanna Fassetta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5661-4429">0000-0002-5661-4429</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Grazia+Imperiale%22">Maria Grazia Imperiale</searchLink><br /><searchLink fieldCode="AR" term="%22Sahar+Alshobaki%22">Sahar Alshobaki</searchLink><br /><searchLink fieldCode="AR" term="%22Nazmi+Al-Masri%22">Nazmi Al-Masri</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+and+Intercultural+Communication%22"><i>Language and Intercultural Communication</i></searchLink>. 2023 23(6):559-573.
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  Data: 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
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  Data: 15
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  Data: 2023
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Desegregation+Methods%22">Desegregation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty%22">Faculty</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: 10.1080/14708477.2023.2247386
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  Data: 1470-8477<br />1747-759X
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1409346
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        Value: 10.1080/14708477.2023.2247386
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      – Text: English
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        PageCount: 15
        StartPage: 559
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Social Integration
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      – SubjectFull: Arabic
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: School Community Relationship
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      – SubjectFull: United Kingdom (Scotland)
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      – TitleFull: Welcoming Languages: Teaching a 'Refugee Language' to School Staff to Enact the Principle of Integration as a Two-Way Process
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