Classroom management strategies to address the needs of Sudanese refugee learners

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Permanent URL for this page: http://hdl.voced.edu.au/10707/80833.

Author: Burgoyne, Ursula; Hull, Oksana

Abstract:

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...  [+] Show more

Subjects: Literacy; Numeracy; Language; Adult and community education; Migration; Teaching and learning; Culture and society

Keywords: Adult education; Cultural awareness; Cultural factor; Refugees

Geographic subjects: Oceania; Africa; Australia; Sudan; Western Australia; New South Wales

Published: Adelaide, South Australia: NCVER, 2007

Physical description: 40 p.

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ISBN: 9781921170386 (print); 9781921170447 (online)

Statement of responsibility: Ursula Burgoyne, Oksana Hull

Resource type: Report

Document number: TD/TNC 89.06

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