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Teaching Refugee and Immigrant Adults: Strategies and Resources to Respect and Develop the Languages They Speak
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Author(s): Joy Kreeft Peyton (Center for Applied Linguistics, Washington, DC, USA), Ian Cheffy (SIL International, UK), Belma -. Haznedar (Boğaziçi University, Turkey), Katharine Miles (FlashAcademy, UK), Fernanda Minuz (Johns Hopkins University SAIS Europe, Italy)and Martha Young-Scholten (Newcastle University, UK)
Copyright: 2022
Pages: 19
Source title:
Global and Transformative Approaches Toward Linguistic Diversity
Source Author(s)/Editor(s): Sarah E. DeCapua (University of Connecticut, Storrs, USA)and Eda Başak Hancı-Azizoglu (Mediterranean (Akdeniz) University, Turkey)
DOI: 10.4018/978-1-7998-8985-4.ch015
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Abstract
This chapter concerns adult migrants to a new country who are learning the language and literacy of the country and have limited education and literacy in their heritage language. After describing this learner population, the authors discuss trends in language education in different countries, as programs and practitioners have sought to serve them, which include a shift toward respecting and developing their heritage language. The authors describe a set of professional development modules designed to help practitioners work with this learner population, focusing on one of the modules, Bilingualism. This addresses the languages that learners speak when they come to the new countries, how practitioners can facilitate development of these languages, and the resources they need to do this. The chapter concludes with a description of an online hub with links to resources in learners' languages, which is available to educators, materials developers, learners, parents of children, and others.
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