Subject Index
Language, Teaching, and Pedagogy for Refugee Education
ISBN: 978-1-78714-800-0, eISBN: 978-1-78714-799-7
ISSN: 2055-3641
Publication date: 2 January 2019
This content is currently only available as a PDF
Citation
(2019), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Language, Teaching, and Pedagogy for Refugee Education (Innovations in Higher Education Teaching and Learning, Vol. 15), Emerald Publishing Limited, Leeds, pp. 209-219. https://doi.org/10.1108/S2055-364120180000015019
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Academic support
, 70, 71, 164, 172
Academic Welcome Programme for highly qualified refugees
, 96–97, 102
Access
to education
, 112, 183–184
to technology
, 128
Accessible materials
, 116–117
Active Community Engagement Model (ACEM)
, 63
Activism
, 103, 143
“Acts of citizenship”
, 143, 145
Adults group
, 48
Advice seeking
, 102
Affected, populations
, 158–160
Agency
, 32
Agency-unlocking role
, 38
Altruist reasons
, 98
Anonymity
, 146
Applied Linguistics School
, 45
Apps
, 134, 135
Arabic-speaking refugees
addressing educational needs of refugees with disability
, 111–112
applying universal design to education of displaced people with disabilities
, 120–122
building model of delivery
, 114
delivery platform
, 114–118
education delivery and displaced learners
, 113
inclusion through universal design
, 118–120
needs
, 110–111
Aspirations
, 32, 38
frustrated
, 36
interplay of conversion factors and agency in
, 33
persistent
, 35–36
powerful
, 34–35
resigned
, 32–34
Assistance
, 111
Assistive technology
, 120
Asylum seekers
, 29, 182, 187, 188
permit
, 29
Asylum seekers’ permit
, 29–30
Asylum-seeking students’ experience of higher education
, 24
findings
, 22–25
research participants
, 19–20
researcher involvement
, 20–22
RIES
, 18
ATBar tool
, 114, 120
Authoring tools
, 116
Availability
, 166–169
Barriers to cultural integration
, 68
Basic Interpersonal Communication Skills (BICS)
, 93
Begegnungen schaffen
, 97
Benchmark assessments
, 165
Best practices for literacy programming
, 81–83
Bicultural identity
, 72n3
Biliteracy, teaching importance of
, 84
Blended learning approach
, 164–166
Blended Visa Office Referrals (BVOR)
, 72n1
Book Aid International Program
, 82
Borderless world of education for refugees
alternative route
, 184–185
challenges
, 183–184
distance education
, 185–186
European governments
, 182–183
opportunities for refugees
, 187
UoPeople
, 186–187
Bracketing
, 21, 22
British Home Office
, 145
British immigration policy
, 17
Café Milena
, 94, 102
Calais refugee camp in context
, 144–145
Camps
, 128, 144
residents
, 150
Campzenship
, 143
Canada
admission policy for GARs
, 61
Canadian education system
, 64
Canadian school system
, 63
federal government
, 62
integration goals
, 61
refugee system
, 72n1
Capabilities approach (CA)
, 30–31
Capabilities-selection role
, 38
Capability disadvantage
, 37
Captioning
, 115
Care4Calais
, 145
Carey Center for Learning in Practice (CLiP)
, 117, 118
Carey Institute for Global Good
, 117
Central Methodist Church (CMC)
, 32
Children group
, 48
“Citizen from below” concept
, 143
Citizen journalism
, 145–146
Civil society
, 92, 94–95, 103
“Clandestine”
, 18
Classrooms
, 132
Co-teaching model
, 165
Code-switching techniques
, 174
Coevaluation
, 51
Cognitive Academic Language Skills (CALP)
, 93
Cohesiveness
, 146
Cohort selection
, 167
College for America degree (CfA degree)
, 160, 162–164
model of direct assessment
, 175n4
Committee representatives
, 63
Common European Framework of Reference for Languages (CEFR)
, 96
Common Underlying Principle
, 84
Communication
, 47, 49, 51
skills
, 147
Communicative approach to language teaching
, 46, 50, 51
Communicative competence
, 46
Communicative functions
, 49
Communicative interaction
, 52
Communicative needs
, 47
Community Development & Community Radio
, 146
Community radio
, 142, 148, 152
Competency
, 175n4
Competency-based degree
, 161–164
Competency-based education
, 175n5
Components
didactic
, 49–50
of digital literacy development
, 132
effective post-secondary pathway program
, 69–70
school-wide literacy programs
, 79, 81
Comprehension
, 85
skills
, 86
Conception
, 23
Conceptualization
, 28
Connected learning
, 172
Context-sensitive support
, 166–169
Context-specific interventions
, 159
Contextualized didactics
, 46
Conventional “durable solutions”
, 170
Conversion factors
, 31
Correspondence theory
, 174
Cosmopolitan vision
, 103
Course of project phases
, 95, 96
by German language teachers and learners
, 97–102
language courses
, 96–97
supervision
, 97
two-day training
, 95
Cross-cultural learning
, 152
Cross-cultural learning space
, 151
Cultural asset preservation
, 65–66
Cultural assimilation
, 66, 68, 70
Cultural diversity
, 65, 66, 70
Cultural integration
, 70
barriers to
, 68
of GARs
, 60–61
Cultural knowledge
, 86
Cultural preservation
, 65, 66
Cultural retention
, 47
Cultural sharing
, 47
Curriculum
, 118
Data collection methods
, 148
Data tables
, 115
Decoding
, 85
Degree
, 164
competency-based
, 161–164
Delivery partners
, 117
building capacity in
, 117–118
Delivery platform
, 114
accessible materials
, 116–117
authoring tools
, 116
building capacity in delivery partners
, 117–118
delivery partners
, 117
hardware devices
, 114–115
LMS
, 115–116
Democratic model
, 186
Deportation policies
, 184
Design-for-all criteria
, 120
Designing learning materials
, 119
Determination
, 32
Developing Didactics
, 46
Didactic laws
, 52
Didactic materials
, 51
Didactic principles
, 52
Digital approaches
, 112, 113
Digital divide
, 171
Digital learning
, 114
Digital literacy
, (see also Literacy), 126, 129
challenges in
, 132–133
components
, 132
using digital technology to promoting language learning
, 129–132
importance of
, 129
language skills
, 130
Digital media
, 126, 149
Digital online employment
, 171
Digital platform
, 142
Digital societies, transitions to
, 129
Digital stories
, 135
Direct assessment model
, 163
Disability
, 111
addressing educational needs of refugees with
, 111–112
Disadvantage
capability
, 37
income-based understandings of
, 36–37
perspective
, 36–38
Discretionary funding
, 168
Discrimination
, 77, 175
Displaced learners
, 113
Displaced people
, 182, 183
Disruption of education
, 184
Distance education
, 185–186
Diverse factors
, 36
eAccessibility
, 120
Economic growth
, 44
Economic integration
capacity
, 64–65
of GARs
, 60–61
Education
, 38, 45, 61, 62, 78, 110, 170, 183
delivery
, 113
disruption of
, 184
pathway
, 63, 69–71, 185
in refugee settings
, 79
technology in
, 184–185
Educational aspirations
, 30–31
formation from disadvantage perspective
, 36–38
Educational models in resettlement countries
, 128
Educative opportunities
, 45
eInclusion
, 120
Emergency Refugee Scholarship fund
, 187
Emergent readers
, 130
Empirical-analytical method
, 48
Employment
, 170
connections
, 164
pathways
, 163, 166, 169, 171
Engagement
, 98, 101
English language
, 48
teaching-learning process to refugees
, 51
English language Literacy Program
, 48
English lessons
, 48
English Literature
, 146
English speaking country
, 54
Environmental conversion factor
, 31
Environmental protection
, 44
Equality of opportunity
, 47
Equitable use
, 120
Esmeraldas Campus
, 45
Ethnic capital
, 67
Ethno-centric outlook
, 21
“Ethno-relative” outlook
, 21
European migration policy
, 143
European Refugee Crisis
, 92
European Union (EU)
, 120, 183
Experiences pre-resettlement
, 128
External factors
, 32
Facebook
, 142, 145, 148, 149
Feedback systems
, 166
Female refugees
, 94
Financial constraints
, 32
Financial support
, 70
First language fluency
, 65
First-generation refugees
, 70
Flexibility in use
, 120
Focus or tab order
, 115
Forced migration
, 158, 160
Formal schooling
, 113
gaps in
, 76
Formal writing tools
, 87
Formalized professional development
, 166
“Fortress Europe”
, 92
Foundational literacy knowledge
, 84–85
Freedom in teaching-learning process
, 52
French Authorities’ approach
, 144
Frustrated aspirations
, 28, 36
Gender equity
, 161
Gender inequity
, 167
German language teachers, data on
, 98–100
Global communication networks
, 185
Global Education Movement model (GEM model)
, 160, 164, 166, 170
Global South
, 28
Goethe University Frankfurt
, 93, 94
Goethe University Law Clinic
, 95
Government-assisted refugees (GARs)
, 60
critical challenges to full GAR integration
, 66–68
economic and cultural integration of
, 60–61
juxtaposition of Canada’s integration goals and humanitarian admission policy
, 61
leveraging potential of young GARs
, 64–66
post-secondary access challenges facing by Karen GARs
, 62–64
post-secondary institutions as integration catalyst
, 62
recommendations empowering pre-teen GAR arrivals
, 68–70
support for pathway approach
, 70–71
Grassroots organizations
, 145
Group work theory
, 151–152
Handicap International
, 110, 111
Hardware devices
, 114–115
Hearing
, 111
HelpAge International
, 110
Hermeneutic method
, 48
Heteroevaluation
, 51
Higher education
as alternative displacement solution
, 170–171
asylum-seeking students’ experience of
, 18–25
culture
, 67–68
model
, 169–170
technology-supported
, 171
US higher education
, 159
Historical-cultural approach
, 47
to language teaching
, 55
Holiday Time program
, 153
Hope Show
, 150–151
Host community
, 184
Human development, mean for
, 38–39
Humanism in didactic process
, 52
Humanistic theory
, 46
Humanitarian admission policy
, 61
Hybrid agency
, 136
Ideas Box Program, The
, 82
Illiterate
, 37, 50, 54, 61, 77
Immigration Act
, 29
Immigration Policy (UK)
, 17, 61, 104
In-person facilitation
, 164
Inclusion through universal design
, 118–120
Inclusive societies
, 44
“Income-based” understandings of disadvantage
, 36–37
Individual agency
, 32
Individual development
, 183
Individual freedom
, 47
Info Bus, The
, 148
Informal refugee camps
, 145, 152
Information and communication technology (ICT)
, 115, 184
Instruction efforts in US classrooms
, 132
Integrated digital platform
, 149
Integration
by language learning
, 93
process
, 61
Intensive courses
, 96–97, 99
Intensive in-person bridging program
, 165
Intensive summer literacy camp
, 80
Inter-psychological sphere of learning
, 52
International and US refugee resettlement programs
, 78
International English Language Testing System (IELTS)
, 175n3
Internet
, 129
Internships
, 169
Intra-psychological one
, 52
“Iteme” program
, 177
Journalism
, 146
Jungala Radio
, 142–143, 148–149, 152
Jungle Books Library
, 146–147
Karen community
, 66, 67
Karen GARs
, 61, 66
post-secondary access challenges facing by
, 62–64
Karen parents
, 63, 66, 67
Karen refugees
, 63, 67
Karen Women Organization (KWO)
, 82
Karen youth
, 63
Kepler University Program
, 160
Kepler’s model
, 166, 175n10
Kigali-based cohorts
, 167
Kiziba refugee camp
, 167
Kurdish refugee camp in Sweden
, 81
Kwantlen Polytechnic University (KPU)
, 63
Labor market
, 93
Language courses
, 96–97
Language education for refugees
, 93
Language Experience approach
, 136
Language issues
, 174
Language learners
data on
, 100
digital literacy
, 129–133
experiences pre-resettlement
, 128
mobile-assisted language learning
, 133–136
technology in
, 126–128
transitions to digital societies
, 129
Language learning
, 93, 184
using digital technology to promoting
, 129–132
Language proficiency
, 129
Language skills
, 19, 60, 65, 66, 68, 93, 97, 121, 130
Laws
didactic
, 52
sovereign
, 143
Learners
, 86
Learning
needs-based teaching
, 52
programs for refugee camps
, 80–81
Learning management system (LMS)
, 115–116
Learning under duress
, 76–77
Liberating theory
, 47
Linguistic landscapes
, 130
Linguistics School
, 48
Linking project
, 45, 48
Literacy
, (see also Digital literacy), 76
assessment of school-wide literacy programming components
, 79
best practices for literacy programming
, 81–83
comprehension
, 85–86
current state of refugees
, 77–78
education programming in refugee settings
, 76
education under duress
, 77
encouraging creation of texts
, 86–87
foundational literacy knowledge
, 84–85
hypothesized challenges and possibilities
, 83
recommendations for literacy programs in refugee settings
, 83–87
refugee literacy education
, 78–81
sample existing literacy programs for refugees
, 82
teaching importance of L1 literacy and value of biliteracy
, 84
Livelihoods
, 170
Local Area Network device
, 163
Long-term need
, 182
Low agency
, 36
Low physical effort
, 121
Ludic Methodology
, 49, 50
Mainstream media
, 145–146
Malta (European country)
, 20–21, 23
Marginalized migrant youth in Johannesburg, South Africa
, 28, 30
aspirations
, 32–36
capabilities, educational aspirations, and
, 30–31
contextual orientation
, 28–30
educational aspirations formation from disadvantage perspective
, 36–38
educational policy landscape
, 30
mean for human development
, 38–39
Maslow’s Hierarchy of Needs theory
, 147
Massive Open Online Course (MOOC)
, 128, 159, 165, 171
MOOC-based learning platform
, 172
MCAST
, 19, 21, 22
Meaningful learning
, 55
Media
, 183
Mental health
, 24
Mentorship
, 35
Meritocratic model
, 186
Methodology
Ludic Methodology
, 49–51
to teach occupations-based English to refugees
, 52–55
Microsoft AppFactory
, 170
Migrant(s)
, 18, 29–30, 30, 33, 37–38, 110, 144, 182–183
Migration
, 29
forced
, 158, 160
South-to-South
, 28, 37
Miracle Street Bus
, 148
Mixed gender preparatory program
, 167
Mobile technology
, 129, 134, 185, 186
Mobile-assisted language learning
, 133
tapping into mobile technologies as tools for language learning
, 134–136
Moment of learning
, 47–48
Mother tongue
, 50, 53, 54, 112
Motivation
, 35, 45, 51
Multiculturalism
, 47
Multiple studies
, 93
Myanmar Scholarship Fund
, 187
National Reading Panel (NRP)
, 86
Native language literacy (L1 literacy), teaching importance of
, 84
Neurobiological studies
, 78
New German Willkommenskultur
, 92–93
New York Declaration
, 76
New York University (NYU)
, 186
NGO Help Refugees
, 144
1951 Convention
, 177
No Lost Generation Summit in Amman
, 114
Non-English speaking Karen parents
, 66
Non-government organizations
, 78
Non-governmental organization (NGO)
, 160
Nonformal schooling
, 113
NVDA tool
, 120
Occupation-based didactic model
communicative approach to language teaching
, 46
didactic components
, 49–51
didactic laws
, 52
didactic materials
, 51
didactic principles
, 52
methodology to teaching
, 52–55
methods
, 48
pedagogical theories
, 46–48
previous studies
, 48
results of educative investigation
, 49
sustainable development
, 44
teaching English for occupational purposes
, 45–46
to teaching English to refugees
, 49–52
Online communities
, 185
Online degrees
, 163, 188
Online education
, 159, 160, 185–186
Online games
, 131
Online learning
, 164
limitations
, 171–173
Online-delivery model
, 114
Online-learning programs
, 173–174
Online-only learning
, 159–160, 172
Open-source software
, 149
Opportunities
educative
, 45
for refugees
, 187
remote-based employment
, 169
remote-based
, 169
Parcel-based education
, (see Online education)
Participation
, 152–153
Participatory action research (PAR)
, 142, 146
Partner-based blended learning model
, 160
Partnership for Advancement and Immersion of Refugees (PAIR)
, 71
Partnership model
, 164–166
Pedagogical theories
, 46–48
People smuggling
, 144
Perceptible information
, 121
Perceptions of teachers of adult refugee learners
, 80
Persistent aspirations
, 28, 35–36
Personal computer (PC)
, 113
Personal conversion factor
, 31
Personal factors
, 32
Personal tragedy stories
, 145
Phonemic awareness
, 85
Phonics
, 85
Physical disability
, 111
Policy
admission policy for GARs
, 61
British immigration policy
, 17
European migration policy
, 143
humanitarian admission policy
, 61
Pontifical Catholic University of Ecuador
, 45
Pontifical Catholic University of Ecuador, Esmeraldas Campus
, 45, 48
Post-secondary access challenges facing by Karen GARs
, 62–64
Post-secondary education
, 61, 62, 72n2
Post-secondary institutions as integration catalyst
, 62
Post-secondary pathway program
, 69–70
Post-secondary representatives
, 69
Potential unemployment
, 23
Poverty
, 23
Powerful aspirations
, 28, 34–35
Pre-teen GAR arrivals
, 68
recommendations empowering
, 68–70
Pre-teen youth
, 64, 66
“Preparatory” program
, 167, 177
Principal
, 29, 81
Principles
Common Underlying
, 84
didactic
, 52
Separate Underlying
, 84
Print concepts
, 85
Print literacy
, 76, 80, 126, 128, 130, 132, 136, 137
Prioritized structured internships
, 169
Professional skills
, 163, 169
Project-based degree model
, 163
Protracted refugee situations
, 64
Purposive sampling
, 32
RACHEL device
, 163
Racism
, 23
Reaching refugees
adaptive and context-sensitive support
, 166–169
blended learning
, 164–166
competency-based degree
, 161–164
higher education as alternative displacement solution
, 170–171
higher education model
, 169–170
implications
, 169
limitations of online learning and technology
, 171–173
online education programs
, 159–160
provision of western higher education in non-western contexts
, 173–174
SNHU GEM Model & programs in Rwanda
, 160–161
tertiary education
, 158
Reading
, 85, 86
“Reading between the lines”
, 86
“Reading beyond the lines”
, 86
Reading programs
, 76
Recognition
, 18–19, 29, 61, 146
Refugee crisis
, 158, 183
Refugee education programs
, 132
Refugee Educator Academy
, 117
Refugee higher education model
, 159
Refugee Integration and Employment Service (RIES)
, 18
Refugee literacy education
, 78–81
Refugee settings, recommendations for literacy programs in
, 83–87
Refugee youths
, 30
Refugee-based campus in Kiziba
, 168
Refugee-hosting populations
, 160
Refugees
, (see also Government-assisted refugees (GARs)), 44, 47, 49, 114, 182
current state
, 77–78
education
, 183
English language literacy to
, 45
social interaction demands
, 45
Refugees Act
, 29, 30
Regular professional development schedule
, 175n13
Remote-based employment
, 171
opportunities
, 169
“Remote-based” opportunities
, 169
Research participants
, 19–20
Researcher involvement
, 20–22
Resettlement
, 61, 128
Resigned aspirations
, 28, 32–34
“Robobraille” technologies
, 116
Rwanda program
, 160
Samasource
, 170
Scaffolding
, 126, 128, 131, 132, 134
Scholarship
, 187
School systems
, 67
School-wide literacy programs
, 81
Second language literacy (L2 literacy)
, 83, 84, 126
Second World War
, 182
Second-language acquisition research
, 76
Section 22 Permit
, (see Asylum seekers’ permit)
“Secure countries of origin”
, 104n3
Self-actualization
, 147
Self-directed learning
, 113
Self-evaluation
, 51
Self-interested reasons
, 98
Self-regulated learning
, 48
Separate Underlying Principle
, 84
Settlement Worker in Schools program (SWIS program)
, 69
Short-term need
, 182
Sight loss
, 111
Simple and intuitive use
, 121
“Single acts of citizenship”
, 143, 144
Situational disability
, 119
Size and space for approach and use
, 122
Skilled labor
, 92–93
Skip navigation capabilities
, 115
Small Giants Scholarship Fund
, 187
Smaller-scale package courses
, 163
Snapchat
, 148
SNHU GEM Model & programs in Rwanda
, 160–161
Snowball sampling
, 32
Social conversion factor
, 31
Social inclusion
, 44, 183
Social integration
, 134
Social media
, 126
approach
, 152
Calais refugee camp in context
, 144–145
citizen journalism and mainstream media
, 145–146
ethical considerations
, 148
group work theory
, 151–152
Jungala Radio
, 142
literature review
, 143
research method
, 146–148
results
, 148–151
tools
, 145, 149
Social network
, 185
Facebook
, 142, 145, 148, 149
Twitter
, 142, 145, 149
YouTube
, 142
Social realities
, 185
Socio-Cultural theory of Vygotsky
, 52
Sociocultural constructionism
, 146
Socioeconomic mobility
, 183
Sociotechnical theory
, 185
Software
, 133
Soundcloud
, 142, 149
South Africa
, 29–30
South-to-North movement
, 28–29
South-to-South migration
, 28, 37
Southern New Hampshire University (SNHU)
, 160
Sovereign law
, 143
Special needs
, 76, 112, 114, 118–120
Staff development
, 81
Staffing model
, 166
“Start ins Deutsche” program
, 93
ambitious project to support language integration
, 93
basic facts about
, 94–95
course of project phases
, 95–97
New German Willkommenskultur
, 92–93
project locations and courses during fourth project phase
, 95
Willkommenskultur
, 102–103
State of constant transience
, 144
State of exception theory
, 142, 143
Storybooks on children’s language acquisition
, 135
Storytelling
, 86
Structural conditions
, 28, 32–36
Student orientation
, 167
Student-centered approach
, 168
“Summer of welcome”
, 92
Supervision
, 97
Supervision groups, impressions from
, 101–102
Sustainable development
, 44
Sustainable learning framework
, 117
Tabula rasa
, 24
Tawasol symbol
, 120
Teacher training
, 117
Teacher Training College Frankfurt
, 97
Teachers Without Borders Program
, 82
Teaching
fellows
, 165
organization form
, 51
quality
, 184
staff model
, 165
Teaching English for occupational purposes
, 45–46
Teaching-learning process
, 46, 50
English language
, 51, 52, 54
freedom in
, 52
learners’ feelings in
, 47
Technology
, 184
limitations
, 171–173
technology-supported higher education
, 171
Tertiary education
, 158
Text
alternatives
, 115
creation
, 86–87
Text-to-speech tools
, 111
Thai-Burmese borders
, 80, 81
“The Jungle” Calais
, 142, 144, 149
Third Spaces
, 103
Tolerance for error
, 121
Trafficking
, 189
Transitions to digital societies
, 129
Twitter
, 142, 145, 149
Two-day training
, 95
U.S.-accredited, accreditation degree
, 163
UNESCO Mobile Learning Week in Paris
, 114
United Nations (UN)
, 76
United Nations High Commissioner for Refugees (UNHCR)
, 60, 77, 158, 182
policies
, 184
United Nations Refugee Agency
, 45
United Nations Refugee Agency Gateway Protection Program
, 18
Universal design
applying to education of displaced people with disabilities
, 120–122
inclusion through
, 118–120
Universal design for learning (UDL)
, 118–120
University
, 22–25
University of Edinburgh
, 188
University of the Free State
, 39
University of the People (UoPeople)
, 186–187, 188
University of York in the UK
, 19
Urban centers
, 77
US higher education
, 159
Values
, 48, 62, 65
Viber
, 148
Vimeo
, 145
Vocational training
, 93, 97
Volunteers
, 145
Vulnerable learners
, 159–160, 162, 166, 172, 175
We Love Reading Program
, 82
Web Content Authoring Guidelines (WCAG)
, 115
Weight of family and refugee community responsibility
, 68
Western higher education provision in non-western contexts
, 173–174
Western-centric approach
, 162
Western-produced and anglophone programs
, 174
WhatsApp
, 148
White and Green Papers
, 29
Willkommenskultur
, 99, 100, 102–103
Word processors
, 87
Workplace training
, 164
“World Radio Day”
, 151–152
World Wide Web
, 186
Wraparound services
, 168
Writing
, 86–87
Yezidi Kurdish refugee
, 80
Young GARs
, 64
cultural asset preservation
, 65–66
economic integration capacity
, 64–65
leveraging potential
, 64–66
Young refugees
, 67
Youth
, 28, 30, 32
YouTube
, 142
Zone of Present Development
, 47
Zone of Proximal Development
, 47
- Prelims
- Part I Seeking Higher Education
- Introduction to Language, Teaching, and Pedagogy for Refugee Education
- Chapter 1 Asylum-Seeking Students’ Experience of Higher Education in the UK
- Chapter 2 Conceptualizing Higher Education Aspirations Formation among Marginalized Migrant Youth in Johannesburg, South Africa
- Chapter 3 Occupation-based Didactic Model for English Language Teaching to Refugees to Improve their Sustainability and Social Integration
- Chapter 4 Post-secondary Education and the Full Integration of Government-Assisted Refugees in Canada: A Direction for Program Innovation
- Chapter 5 Literacy Instruction Without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings
- Chapter 6 “Start Ins Deutsche” – Students Teach German to Refugees at Goethe University Frankfurt
- Part II Technology and Higher Education
- Chapter 7 Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges
- Chapter 8 Adaptation of Conventional Technologies with Refugee Language Learners: An Overview of Possibilities
- Chapter 9 How Social Media Can Play a Role in an Educational Context, in an Informal Refugee Camp in Europe
- Chapter 10 Reaching Refugees: Southern New Hampshire University’s Project-Based Degree Model for Refugee Higher Education
- Chapter 11 Creating a Borderless World of Education for Refugees
- About the Authors
- Name Index
- Subject Index