Importance of Literacy for Refugee Students
Discuss about the Literature Review Of The Literacy In Relation To The Refugee.
The refugees has to face many hurdles because they are removed in a forceful manner from their country along with their homes. The issues that the refugees face is pertaining to the difficulties that arise owing to the fact that they have to settle in a new country and in a new community. This gives rise to the issue of disrupted schooling along with that of traumatic stress. The literature review discusses the literacy in relation to the challenging contexts. This review will focus on the literacy in relation to the refugee students before attending school along with that of primary school setting. It will elaborate on the primary findings of that of refugee students and this will explain the results on the basis of the expectations. It helps in suggesting ways that can lead to exemplary teaching practice. It discusses in detail regarding how the professional identity of an individual can be created so that one can successfully act as a future educator pertaining to the refugee students.
The refugee students have to face the issue of disruptive schooling because they have moved from the troubled places to that of more settled location. They will face difficulties in relation to literacy on account of moving into a new place. Zammit & Callow ( 2013) has stated that literacy can prove to be a powerful agent that can control the individuals, families along with the behaviour of the communities. Society has become dependent on the factor of literacy and schools should incorporate factual education within the classroom which is on the basis of cultural relevance ( Zammit & Callow, 2013). The refuge students need greater amount of literacy support as compared to that of local students because their literacy level is critically low as they suffer from that of post-traumatic stress ( Gichiru, 2014).
Miller, Windle & Yazdanpanah ( 2014) has stated that the refugee students are very distinct as they can help in bringing a different kind of emotional, social along with language concerns as compared to that of other students on account of the traumatic experience that they face from the home country. An important reason why the young children suffer after they have resettled is because they experience distress. The family suffers on financial terms as they have to face social isolation because they are not familiar with the new regulations of their surroundings. In most of the cases, they do not have permanent residency. The education of the children is at risk on the occasion of the family of the refugee struggling so that they can settle.
There are different issues that the refugee learner have to face why they are trying to learn the content. Windle & Miller ( 2012) has clearly set forward the reason why the refugee students have to face issues regarding common subjects like that of Mathematics, English and that of Science. A major reason why the students have to face problem pertaining to the learning is owing to the fact that routine school work is different from that of the learning content with which they are familiar. It can be said that in comparison Kaplan, Stolk, Valibhoy, Tucker & Baker (2016) has stated that learning the content of the classroom depends on whether the child had any kind of previous learning experience. Gichuru ( 2014) has stated that the refugee students have to face learning difficulties as the teachers may not have the proper kind of experience to educate that of the refugee students. Gichuru ( 2014) has mentioned that around 70 % of that of the Somali teachers lave lesser than 3 years of experience and it has been found that the average years pertaining to the teaching experience is around 14 years.
Issues Refugee Students Face in Learning
Zammit & Callow ( 2013) has discussed how literacy is of primary importance as it can help an individual in reading and writing. It can also help an individual in the interpretation of the world and provide an individual with that of educational achievement so that they can pursue their careers. Relative to that of exemplary teaching practice, the educator should engage the student with different kind of literacies like that of reading, writing and recently that of technology ( Zammit & Callow, 2013; Lankshear & Knobel, 2007). Zammit & Callow ( 2013) has mentioned an example how technology can be used within the classroom by the use of electronic whiteboard along with that of exploring the map of the community by reflecting on that of real life experience.
In addition to this, Zammit & Callow ( 2013) has mentioned that effective teaching can be produced when the educators can implement that of shared reading experiences and they read it aloud to the students. Effective teaching can encourage the process of independent reading and allow the students for gathering in small groups so that they can read to each other. It has been mentioned by Zammit & Callow ( 2013) that pedagogy by taking recourse to reading can prove to be effective for the students as it can help in extending cultural knowledge to that of the learners. It can be done by taking recourse to storytelling as the students find the process of reading to be enjoyable.
Kaplan et al. ( 2016) has elaborated on how the literacy of the refugee students along with that of education is interrupted on account of traumatic experience along with negligence. Kaplan et al. has mentioned that the refuge students are blocked from that of language groups. There are some children between the age group of one to six who experience issues owing to cognitive development in that of the school years. The educators should implement visual activities that is recommended for that of English Language Learners ( ELL) ( Kaplan et al., 2016). A method that the educators can make use of is that of storytelling. Advantage pertaining to storytelling is that the educators can use it with that of diverse leaners within that of the classroom ( Kaplan et al., 2016). The kinds of stories that the educator can make use of are the texts that are related to that of popular culture. It will take longer for the refugee students to adjust to that of the Australian class content. Exemplary students can help in ensuring that the learning content is culturally relevant and this can help the students to adjust (Kaplan et al., 2016).
Windle & Miller ( 2012) has argued that the welfare needs pertaining to the refugee students is of great amount and the effectiveness of educators teaching the content has undergone examination. It has been found that 84 % of that of the Australian educators consider the cultural diversity pertaining to the students to be positive. There are many educators who lack confidence in relation to imparting of valuable literacy within the programs ( Windle & Miller, 2012). The educators at times are naïve regarding when to make use of cultural knowledge. The exemplary educators will need time so that they can extend the knowledge and it can help them in interpreting literacy ( Windle & Miller, 2012).
The Cummins model can allow the students to relate to that of text on the basis of their lived experiences. This can be categorized within that of the personal phase when the students can evaluate the obstacles within that of the text. They can also explore the simplifications that is categorised within that of the critical phase. The Cummins model provide the students with ability for understanding how power can be applied with the help of discourse. The exemplary educators can use the feedback of the students for adjustment of the learning content on the basis of the feedback received ( Windle & Miller, 2012).
The refugees have emerged to become large contributor in relation to the society and the educators should prepare themselves so that they make a difference in relation to the education of that of refugee students particularly that of the literacy skills. I can improve the literacy of that of refugee students from that of disruptive schooling. Contemporary research has suggested that language development can prove to be as crucial as that of the usage of correct terminology within the school setting. It is of grave importance that the teaching content is amended so that it can suit the students from that of the diverse backgrounds ( Beauchamp & Thomas, 2010). The students can be educated with the help of visual images, sign language, facial expression and that of affection. Zammit & Callow has also supported use of visual images that can help in the process of effective literacy for the students from that of different environments.
Incorporation of critical pedagogy can prove to be crucial for allowing the literacy learning student to build on that of previous experience along with understanding. Visual culture can help the students in evaluation of contemporary experiences and it also helps the students in questioning ideas. Critical pedagogy can be implemented with the help of popular culture and being an educator I would encourage the students to analyse that of popular culture and exploration of literacy from that of several students. Hammond ( 2008) has stated that the educators should incorporate content that is intellectually challenging. The content that challenge the students can help them in thinking in a broad manner and this can come from that of exceptional teacher.
It can be concluded that the refugee students experience greater amount of learning difficulties as compared to that of local students who did not have to resettle in another country. Refugee students suffer from that of traumatic stress on account of the conflict that had occurred before that of resettlement. Exemplary educators can help the refugee students in building on that of previous cultural experience and they can develop literacy in a gradual manner. The implications are able to discuss how I can create learning that can be effective for that of refuge learners. The implications can help on reflecting on my expectations and it aims for that of professional teaching practice.
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