Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds

Clemence Due, Damien Riggs, Martha Augoustinos

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)

    Abstract

    While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms designed for students learning English, in which students come from a complex range of backgrounds and may have experienced trauma. The paper provides support for sociocultural learning approaches, whereby students’ own cultural and linguistic background are treated as beneficial to education rather than as obstacles to be overcome.

    Original languageEnglish
    Pages (from-to)1286-1296
    Number of pages11
    JournalINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
    Volume20
    Issue number12
    DOIs
    Publication statusPublished - 1 Dec 2016

    Keywords

    • diversity (student)
    • education
    • English (additional language)
    • migrants
    • Refugees
    • sociocultural theory

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