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- W4376109602 abstract "To achieve equitable and inclusive academic outcomes, the first challenge for children of refugee background living in settlement countries is to learn the majority language (ML), while schools need to accommodate the children’s experience of no or disrupted schooling. Extensive research has evaluated various ML teaching strategies, but has not tended to differentiate refugee from immigrant majority language learners (MLLs). This paper reviews research between 2001 and 2021 on effective pedagogy for ML learning with refugee children, with a focus on factors that promote achievement. Approaches to home-based, preschool and grade school language pedagogy are examined. The review finds that refugee students take longer to acquire the ML than immigrant students, but key beneficial strategies include encouraging parents to engage in home-based literacy activities and to send their children to preschool. ML learning is enhanced by culturally and linguistically inclusive pedagogy that incorporates refugee students’ cultural background, experiences and personal knowledge; integration of ML teaching with academic content; primary language (PL) maintenance and translanguaging; and use of digital technology in the PL and ML. As pedagogical studies are largely qualitative with small samples, more comprehensive research is needed on refugee students’ ML learning to ensure social inclusion and justice." @default.
- W4376109602 created "2023-05-12" @default.
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- W4376109602 date "2023-05-10" @default.
- W4376109602 modified "2023-10-01" @default.
- W4376109602 title "Majority language acquisition by children of refugee background: a review" @default.
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- W4376109602 doi "https://doi.org/10.1080/13603116.2023.2210593" @default.
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