Refugee Children and English Language: Challenges From English Language Teachers’ Perspectives

Abstract

This study aimed to investigate the challenges refugee children face in learning the English language from teachers’ perspectives and the challenges of refugees’ English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers’ acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refugee children face linguistic and psychological challenges in learning English. This study attempted to find out the relationship between teachers’ preparation and their cultural competency, self-efficacy, and practices they implement and then the relationship between refugees’ psychological needs and linguistic challenges, respectively, and teachers’ self-efficacy, cultural competency, and practices. Results revealed several significant relationships between challenges and presented them in a model.

Gaming in multicultural classrooms with refugee and migrant children: Exploring the potential of culturally tailored serious games as spaces for second language acquisition

“…Checking for cultural appropriateness in the classrooms, means eliminating any bias or discrimination, which may come natural in the classroom. Therefore, taking into consideration their students' cultural profile, educators should provide space for migrant/refugee pupils on a par with the native-born ones, thus supporting and empowering all the members of the classroom to enhance their academic achievement, and at the same time validate their identities and boost their self-esteem and confidence (Alrawashdeh & Kunt, 2022).…”

Probing the Determinant Factors Affecting Students’ English Speaking Skills

“…This fear of making mistakes negatively affects students' confidence and ability to communicate effectively. Recent research has revealed that language learners frequently experience a fear of making mistakes, which can hinder efforts to increase students' fluency and proficiency in the target language (Haneen & Naciye, 2022;Panayiotis & Miranda, 2013). This demonstrates the importance of fostering an accepting and supporting environment for students to practice speaking English and make mistakes without worrying about negative consequences.…”

The role of school functioning, physical activity, BMI, sex and age in building resilience among Ukrainian refugee children in Poland

“…The influx of Ukrainian children has presented several challenges reported in previous studies, including language barriers and cultural differences 8 – 10 . Many of these children do not speak Polish, making communicating in and adapting to a new educational system difficult.…”