| 1 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
A Path to Decolonizing the Online Classroom
|
|
|
|
In: Northwest Journal of Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Assessing Cognitive Flexibility, Other Executive Functions, and Learning in Healthy Adolescents ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Cognitive Flexibility and Its Association with Linguistic Preferences, Decision-Making, Tolerance of Uncertainty and Perceived Social Support ...
|
|
Tong, Ke. - : Open Science Framework, 2022
|
|
BASE
|
|
Show details
|
|
|
| 7 |
“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
|
|
|
|
In: Theses: Doctorates and Masters (2022)
|
|
Abstract:
Volunteer English as an additional language (EAL) tutors working through adult community education (ACE) organisations play a key role in the development of adult refugee literacy and language skills in Australia. There are few requirements to work as an EAL volunteer tutor (VT), other than fluency in English. Yet refugee learners are known to have complex learning problems potentially resulting from their pre-migratory experiences. However, as the ACE sector is unregulated, provision for training VTs is uncoordinated, with many VTs receiving little or no training. Available training has largely been found to be ineffective and to support ideologies that potentially disempower refugees. As a consequence of inadequate training, VTs may be unprepared to understand or meet the needs of their refugee learners. This impacts on VT practices and motivation as well as refugee learning outcomes and settlement experiences. To date there has been very little research investigating how to support the learning and teaching of VTs through training or the impact of training on VT thinking and behaviour. Research reported herein investigates the impact of implementing a contextualised training program for VTs, considering both its impact on tutor thinking and behaviour, and its appropriateness for the learning community. A Deweyan pragmatic inquiry was conducted, using a mixed-methods approach to collect and analyse data in the form of interviews, questionnaires and focus groups. Participants were volunteer EAL tutors working in ACE organisations in the Perth metropolitan area. Interview data were used to design a training program using a transformative instructional approach. The training program was evaluated using sequenced questionnaires and a focus group. Data were analysed using a feminist-poststructuralist lens. This research investigated the roles that both the content taught, and the strategies used to implement the training program played in changing tutor thinking and behaviour. The appropriateness of the training program content was investigated through the interviews and the focus group. Findings suggest that EAL VTs who teach refugees and asylum seekers may face many challenges due to a poverty of knowledge and skills. Additionally, organisations may struggle to meet the needs of their refugee learners, due to a lack of funding and unawareness of culturally and educationally appropriate practices for teaching refugees. Though this investigation was limited in scale the results suggest that training VTs in andragogic, culturally responsive, critical and educationally up-to-date practices for teaching EAL and literacy, and using a contextualised approach to planning training can lead to positive changes in VTs’ thinking and behaviour, potentially benefiting their learners. This research has implications for ACE organisations interested in supporting volunteer learning and teaching, and in promoting equitable and democratic refugee education.
|
|
Keyword:
adult education; EAL pedagogy; Education; Refugee studies; transformative learning; volunteering
|
|
URL: https://ro.ecu.edu.au/theses/2496
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
|
|
|
|
In: Georgia International Conference on Information Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Ecosystem of Workplace Education and Training: Where Do Learners Fit?
|
|
|
|
In: 21CLEO Presentations and Publications (2022)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
|
|
|
|
In: Theses and Dissertations--Communication (2022)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
|
|
|
|
In: Outcomes and Impact Quarterly (2022)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Student Centered Language Teaching: A Focus on Student Identity
|
|
|
|
In: All Graduate Plan B and other Reports (2022)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Affectivity and agency in English teaching for Youth and Adult Education
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Silver Girls: A Modern Retelling of Little Women
|
|
|
|
In: Honors Program Theses and Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
