Creating immersion: Pedagogical practices for the linguistic integration of adult refugees in the US
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Date
2021-05
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The Ohio State University
Abstract
Despite decades of research suggesting the beneficial role of immersion in learning a second language, half of all refugees in the United States remain unable to reach basic English proficiency after five years' residence (Office of Refugee Resettlement, 2017). Whereas recent studies have identified structural barriers hindering refugees' ability to attend ESL classes (Al Hariri, 2018; Mirzaa & Heinemann, 2012; Tshabangu-Soko & Caron, 2012), less attention has been focused on the practices of language instruction employed within ESL classrooms, the nature of the research informing the design of current pedagogies, and how these components together impact refugees' language acquisition. This study combines questionnaires and semi-structured interviews with ESL instructors for adult refugees to firstly understand how the activities and approaches to teaching ESL to adult refugees used by resettlement organizations compare to what the most relevant literature suggests would be most effective. Secondly, it aims to identify which resources instructors rely upon for planning, for which student populations these resources are designed, and how this relates to program implementation. Finally, it expands the current understanding of how structural barriers to accessing in-person classes impact the effectiveness of ESL pedagogy for adult refugees as delivered in practice today. Results suggest a general adherence among ESL instructors to the pedagogical approaches and activities suggested by research to be most effective. Despite an apparent lack of empirically-based educational resources specifically for adult refugees, instructors have demonstrated admirable ingenuity in leveraging both personal experiences and creative experimentation to meet the needs of their students. Nevertheless, more concentrated research efforts to develop appropriate empirically-informed materials for use with adult refugee learners could be of tremendous value.
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Keywords
refugees, ESL, pedagogy