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ERIC Number: ED521062
Record Type: Non-Journal
Publication Date: 2011-Apr-17
Pages: 19
Abstractor: As Provided
Reference Count: 27
Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administrators, Teachers, and Counselors
Gahungu, Athanase; Gahungu, Olive; Luseno, Florah
Online Submission
From 2006 to 2008, refugee resettlement agencies brought 4018 refugees to Chicago, Illinois. Using the example of the challenges faced by 14 refugee students from Burundi in adjusting to the U.S. school system, the authors call the attention of schools to the distinction between educating English Language Learners (ELL) and Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE). These authors also question the appropriateness of social promotion practices by which these students with truncated formal education are placed several grade levels above their actual educational attainment in U.S. schools, regardless of their school interruptions or limited school readiness. Principles and strategies for responsive integration of CDS-TFE in the U.S. educational systems are also explored. (Contains 2 footnotes and 6 tables.) [This article has been published in the Connexions Content Module, produced by The Connexions Project and in the "International Journal of Educational Leadership Preparation" Volume 6, Number 2, April-June 2011.]
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Burundi; United States