Literacy Instruction without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings
Language, Teaching, and Pedagogy for Refugee Education
ISBN: 978-1-78714-800-0, eISBN: 978-1-78714-799-7
Publication date: 2 January 2019
Abstract
This chapter contends that to meet the needs of refugees, we must go beyond addressing only safety and security by including education as well, specifically, literacy development. The authors suggest that in order to support refugee education, generally, we need to identify best practices for supporting reading programs in refugee settings. The authors discuss basic design and assessment of literacy education programming in refugee settings that parallels the designs for traditional school-wide literacy programs, which we have in place in more stable regions of the world. The authors attempt to converge the fields of literacy education with refugee studies to make recommendations for supporting refugees’ literacy education with the goal of preserving their native language and literacy while preparing them for the future.
Keywords
Acknowledgements
Acknowledgments
The genesis for this chapter was an abbreviated and unpublished paper presented by the first two authors: Thomas, M. M., & Yao, Y. (2016, October). Reading in refugee camps. Presentation given at the Consortium for Transatlantic Studies and Scholarship Conference: Uprooted – Refugees/Migrants/The Displaced, October 10–12, University of Central Missouri, Warrensburg, MO.
Citation
Thomas, M., Yao, Y., Wright, K.L. and Rutten-Turner, E. (2019), "Literacy Instruction without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings", Sengupta, E. and Blessinger, P. (Ed.) Language, Teaching, and Pedagogy for Refugee Education (Innovations in Higher Education Teaching and Learning, Vol. 15), Emerald Publishing Limited, Leeds, pp. 75-89. https://doi.org/10.1108/S2055-364120180000015006
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited