ERIC Number: EJ970348
Record Type: Journal
Publication Date: 2012-Jun
Abstractor: As Provided
Reference Count: 56
Communication Disorders and the Inclusion of Newcomer African Refugees in Rural Primary Schools of British Columbia, Canada
Usman, Lantana M.
International Journal of Progressive Education, v8 n2 p102-120 Jun 2012
In Canadian public primary schools, newcomer West African refugees like other ethnic immigrant students are a visible minority group, often referred as Linguistic and Culturally Different (LCD) students. In the province of British Columbia, newcomer immigrant students are subjected to a battery of tests, as soon as they enroll in the primary public school system. These tests are the provincial Standardized Assessment Tests (SAT) and classroom Teacher Assessment of Learning (TAL) that aim at obtaining data for diagnostic purposes of students' learning and teaching purposes. Specific to LCD refugee and immigrant students, they are also assessed on English Language Communication Proficiency (oral and written), Social Skills amongst others, regardless of the degree of proficiency in English language as members of the Anglo-phone Commonwealth countries whose curriculum and medium of instruction is British related. More often, the African immigrants and refugee students of the Anglo-phone African countries are most times diagnosed with English Language Communication Disorders (ELCDs), which has been questioned by some Canadian researchers of Learning Disabilities (LDs) and Multicultural Education (ME), especially with regards to the cultural compatibility of the assessment process/diagnostic tools, and criteria used to assess these LCD refugee and immigrant students. The article discusses the above discourse, with the support of findings of a qualitative ethnographic research findings and related literature.
Descriptors: Learning Disabilities, Ethnography, Communication Disorders, Foreign Countries, Minority Groups, Refugees, Immigrants, Inclusion, Rural Schools, Elementary Schools, Standardized Tests, Disability Identification, Language Proficiency, English (Second Language), Interpersonal Competence, Multicultural Education, Sociolinguistics, Language Usage, Grade 3, Grade 4, Interviews, Language Skills, Communication Skills, Parents, Cultural Influences
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: email@example.com; Web site: http://www.inased.org/ijpe.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Grade 4
Authoring Institution: N/A
Identifiers - Location: Africa; Canada; Liberia; Sierra Leone