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ERIC Number: EJ902693
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: ERIC
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1068-3844
Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education
Nykiel-Herbert, Barbara
Multicultural Education, v17 n3 p2-14 Spr 2010
To learn productively and experience academic success, students need access to curricula and instructional approaches that are "culturally relevant" and "culturally responsive". Culturally relevant/responsive pedagogy uses "cultural referents to impart knowledge, skills, and attitudes" and thus "empowers students intellectually, socially, emotionally, and politically." This article examines the impact of culturally-relevant instruction on the academic performance of English language learners (ELLs) with interrupted education. The data collected in a 10-month long intervention program for non-literate refugee students from Iraq confirm that immersion in a learning environment congruent with the home culture can significantly improve the students' learning outcomes. Although content learning was also positively affected, this article focuses on the students' acquisition of literacy, since it was their lack of English literacy skills that identified them as at-risk for academic failure.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iraq