Embedded Files
This section includes resources that relate to Programmatic Responses to Students. We would like to thank Andrea and Fatima from OISE for preparing resources on this theme.
Overview:
This resource is a free website that provides resource for educators to use, in order to help students of refugee backgrounds that need ELL support. Its interface is straightforward the language usage is quite straightforward.
To access this resource, please click on the title.
Overview:
This resource explores the importance of culturally responsive pedagogy in the classroom. It will help educators in providing a programmatic response to refugee students because it looks at culturally responsive pedagogy.
Reference: Daniel , S. M., & Zybina , M. (2019). Resettled Refugee Teens’ Perspectives: Identifying a Need to Centralize Youths’ “Funds of Strategies” in Future Efforts to Enact Culturally Responsive Pedagogy. The Urban Review, 51(3), 345–368.
To access this resource, please click on the title.
Overview:
This resource is very useful, and it ties into the idea of culturally-relevant pedagogy, which is actually tweaked for refugee youth. Socio-politically relevant pedagogy is the formation of ideas and classroom content around the learning needs of our students of refugee backgrounds. Their experiences and their journeys are big assets that students can bring into their classroom, and this resource emphasizes the importance of bringing that into the classroom.
Reference: Bajjaj, M., Argenal, A., & Canlas, M. (2017). Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth. Equity & Excellence in Education, (50), 258–274.
To access this resource, please click on the title.
Overview:
This resource is a website that connects people of refugee backgrounds to programs geared towards ELL learning and basic English acquisition. There are many classes offered across Canada and in each city. It is a community-oriented organization so students of refugee backgrounds can feel included.
Reference: LINC program (2020) OCASI.
To access this resource, please click on the title.
Language and Literacy Programs for Migrants and Refugees: Challenges and ways forward
Language and Literacy Programs for Migrants and Refugees: Challenges and ways forward
Overview:
This resource is a report which analyses language and literacy programs for youth and adult refugees and migrants. Programs are rated based on the internationally agreed educational rights of refugees and migrants. This report contains policies, strategies, principles, frameworks, and standards and identifies ‘best practice’ literacy and language programs from around the world including Canada.
Reference: Hanemann, U. (2018). Language and literacy programs for migrants and refugees: Challenges and ways forward.
Overview:
This resource is very useful in providing educators with guidelines for teaching students of ELL backgrounds. Although not all children of refugee backgrounds are ELL learners, often students in ELL classrooms are of refugee backgrounds. This resource provides valuable tips for integration students of ELL backgrounds and charts for gauging purposes. For our theme of the week, with is programmatic responses to students of refugee backgrounds, this resource is helpful in providing educators with viable information for how it is possible to create cultural and social bridges into their learning.
Reference: Many Roots Many Voices (2005). Supporting English Language Learners in every classroom. Ministry of Ontario.
To access this resource, please click here
Overview:
This resource is quite useful in providing insights into comparative views for programmatic responses for newcomers and refugees. It is useful for educators and caseworkers, but especially important for policymakers, in order to obtain insights for current issues around integration, both on a cultural and linguistic level.
Reference: Haque, E. (2017). Neoliberal Governmentality and Canadian Migrant Language Policies. Globalisation, Societies and Education , 96–113.
To access this resource, please click on the title.
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