Classroom management strategies to address the needs of Sudanese refugee learners

English language, literacy and numeracy specialist teachers have been found to experience teaching challenges in the context of a changing learner profile in adult English language, literacy and numeracy provision. There appears to be an increase in the number of refugee learners from the Sudan presenting with no (or minimal) formal education, no literacy in any language, very limited English language ability, and with behaviours that may be indicative of the effects of traumatic experiences. Teachers have requested support in understanding how sociocultural issues, such as survival of torture and trauma, compounded by a fractured or severely limited educational history, impact on Sudanese learners’ capacity to learn; teachers have also indicated a need for assistance in identifying the interventions being used to maximise learner success. This study explores cultural, social, historical and psychological considerations impacting on Sudanese refugees as learners and investigates the classroom management practices that enable teachers to address these considerations for this group of learners and possibly other learner groups. The study draws information from two Australian states with high numbers of Sudanese refugee arrivals, New South Wales and Western Australia. The participants in the study were specialist adult English language, literacy and numeracy teachers currently teaching Sudanese learners, professionals with expertise in rehabilitation for refugees, and Sudanese community representatives. Informal contact was also made with Sudanese learners themselves. The study found that teachers’ efforts to implement classroom management strategies that met the needs of their Sudanese refugee learners were substantially successful; through specific strategies and interventions, teachers participating in the study were introducing learners to the processes of formal education. This is substantiated by the findings relating to a wide range of classroom management practices. Teachers confirmed a high level of institutional support for their roles of teaching Sudanese refugee learners: bi-lingual support, opportunities to share strategies with colleagues, and the services of counsellors were frequently cited as being readily available. In general, the study found that the strengths and strategies teachers utilised when dealing with their Sudanese learners were applicable to all refugee learners with limited English language skills and limited formal education. However Sudanese refugee learner needs did not appear to be adequately addressed in areas requiring specific knowledge of their highly oral cultures and the implications of that knowledge for English language, literacy and numeracy teaching. The ability to address the needs of this group also appeared to be compromised by teachers’ attempts to address learners’ literacy development before their oral skills were substantially developed. Key strategies identified in the study which are likely to assist teachers to meet the needs of Sudanese refugees are: to provide professional development for teachers; to ensure greater flexibility in program content and outcomes; to limit learner numbers; and to explore options for training/employing bi-lingual teachers from Sudan. To implement these strategies, support from funding bodies and institutions is necessary. Show less