Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Clemence Due; Damien Riggs; Mia Mandara

doi:10.1177/0004944115587365

Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Clemence Due
, Damien Riggs
, Mia Mandara

Research output: Contribution to journal › Article › peer-review

31 Citations (Scopus)

Abstract

In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.

Original language	English
Pages (from-to)	169-181
Number of pages	13
Journal	Australian Journal of Education
Volume	59
Issue number	2
DOIs	https://doi.org/10.1177/0004944115587365
Publication status	Published - 31 Aug 2015

Keywords

English (second language)
intensive languagecourses
language teachers
Migrant children
refugees
second language programmes

Access to Document

10.1177/0004944115587365

Cite this

@article{610c08e720e7420b92d0e5380845de28,

title = "Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds",

abstract = "In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.",

keywords = "English (second language), intensive languagecourses, language teachers, Migrant children, refugees, second language programmes",

author = "Clemence Due and Damien Riggs and Mia Mandara",

year = "2015",

month = aug,

day = "31",

doi = "10.1177/0004944115587365",

language = "English",

volume = "59",

pages = "169--181",

journal = "Australian Journal of Education",

issn = "0004-9441",

publisher = "SAGE Publications Inc.",

number = "2",

}

Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds. / Due, Clemence ; Riggs, Damien; Mandara, Mia.
In: Australian Journal of Education, Vol. 59, No. 2, 31.08.2015, p. 169-181.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

AU - Due, Clemence

AU - Riggs, Damien

AU - Mandara, Mia

PY - 2015/8/31

Y1 - 2015/8/31

N2 - In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.

AB - In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.

KW - English (second language)

KW - intensive languagecourses

KW - language teachers

KW - Migrant children

KW - refugees

KW - second language programmes

UR - https://www.scopus.com/pages/publications/84938226666

U2 - 10.1177/0004944115587365

DO - 10.1177/0004944115587365

M3 - Article

SN - 0004-9441

VL - 59

SP - 169

EP - 181

JO - Australian Journal of Education

JF - Australian Journal of Education

IS - 2

ER -

Educators' experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this