Planning lessons for refugee-background students: Challenges and strategies

This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in p...

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Bibliographic Details
Published in:International Journal of Pedagogies & Learning 2014-08, Vol.9 (1), p.38-48
Main Authors: Miller, Jennifer, Austin Windle, Joel, Yazdanpanah, Lilly K
Format: Article
Language:English
Subjects:
Behavioral Objectives
Curricula
Curriculum implementation
Education
Educational Objectives
Educational Planning
Educational Resources
Educational Strategies
Elementary School Students
English (Second language)
English as a second language
English Language Learners
Foreign Countries
habitus
Handwriting
Intensive language courses
Interviews
Intuition
Language instruction
Language Planning
Learning
Learning Strategies
lesson planning
Lesson Plans
Linguistics
Literacy
Mathematics
Observation
Pedagogy
Planning
Prior Learning
Refugee students
refugee-background students
Refugees
Second Language Instruction
Second language learning
Second language teaching
Secondary education
Secondary School Students
Secondary schools
Students
Studies
Teacher attitudes
Teacher Education
Teacher Student Relationship
Teachers
teachers' work
Teaching
teaching intuitions
Teaching methods
Transition education
Transitional Programs
Year 7
Year 8
Year 9
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Summary:This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront these. The study identified a large gap between teacher planning practices and the approaches to planning promoted in academic research. We connect this to teachers' reliance on intuitive knowledge that has been built up over time through interactions with students in a range of learning contexts, and through their own experiences as learners. Given the importance of planning for effective pedagogy, we conclude by identifying areas for future development in teacher education and practice.
ISSN:2204-0552
1833-4105
1833-4105
DOI:10.1080/18334105.2014.11082018