NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ973832
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-2155-9635
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
International Journal of Educational Leadership Preparation, v6 n2 Apr-Jun 2011
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 6 tables and 2 footnotes.)
NCPEA Publications. Web site: http://www.ncpeapublications.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Burundi; United States