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.
|Number of pages||3|
|Publication status||Published - 30 Jul 2020|
Bibliographical noteThe acceptance date for this record is provisional and based upon the month of publication for the article.
- 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
- Teacher Education