Who is being overlooked in our classrooms? Teaching preliterate and nonliterate adult refugee English language learners
Contents
Introduction – Background. Who are refugees? In their words ; Who are preliterate and nonliterate learners? Challenges faced in traditional ESOL classrooms ; Factors that impact learning – Designing the class. Important attributes ; Asset-based approach ; Most important: teacher-student relationship – Carrying out the project. Implementation; evaluation
Conclusion
Original item type
Microsoft Word (DOCX)
Original extent
67 pages
Subject
Collections
Copyright
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