Abstract
There is little policy or guidance for teachers working with young asylum-seekers and refugees. They are often grouped together with EAL learners (or ‘vulnerable’ pupils more generally) but they have specific needs that can be understood and addressed. This article offers preliminary findings from a larger review of the literature, focusing on the key themes of policy, language and belonging.
| Original language | English |
|---|---|
| Pages (from-to) | 56-58 |
| Number of pages | 3 |
| Journal | EAL Journal |
| Issue number | 12 |
| Publication status | Published - 30 Jul 2020 |
Bibliographical note
The acceptance date for this record is provisional and based upon the month of publication for the article.Research Groups and Themes
- Education and Pedagogy
- SoE Centre for Teaching Learning and Curriculum
- Migration Mobilities Bristol
- SoE Centre for Knowledge, Culture, and Society
- SoE Centre for Comparative and International Research in Education
- SoE Language Literacies and Education Network
Keywords
- EAL
- ESOL
- Education
- Teacher Education
- Refugees
- Asylum
- Migration
- Language
Access to Document
- Full-text PDF (author accepted manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via National Association for Language Development in the Curriculum at https://naldic.org.uk/publications/eal-journal/#issue-12. Please refer to any applicable terms of use of the publisher.