NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1134414
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0826-435X
Using Collaborative Strategic Reading with Refugee English Language Learners in an Academic Bridging Program
Lee, Kent
TESL Canada Journal, v33 spec iss 10 p97-108 2016
Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics or job training. Reading strategy instruction could potentially contribute to improving their reading comprehension. In this article, I outline the implementation of Collaborative Strategic Reading in an academic bridging program for low-literate refugee students 17 to 25 years old, followed by some of the observed accompanying benefits. Descriptions and examples of activities used are included, along with references for additional teaching resources.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A