Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country

Abstract

Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students.

A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees

“…Parents may encourage memorization and recitation (e.g., Quadros & Sarroub, 2016), which are skills that can support learning, develop expressive skills for oral reading or speaking, and increase the texts to which children can connect. Children may also read to younger siblings and/or translate written materials (i.e., “language broker”) for family members (e.g., Orellana & García, 2014; Sadiq, 2022). Families and children do all of this using languages dynamically, fluidly switching between vocabulary, registers, and named languages as they communicate with different audiences.…”