Subject Index

Citation (2019), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Language, Teaching, and Pedagogy for Refugee Education (Innovations in Higher Education Teaching and Learning, Vol. 15), Emerald Publishing Limited, Bingley, pp. 209-219. https://doi.org/10.1108/S2055-364120180000015019 Publisher: Emerald Publishing Limited Copyright © 2019 Emerald Publishing Limited INDEX Note: Page numbers followed by “n” with numbers indicate notes. Academic support, 70, 71, 164, 172 Academic Welcome Programme for highly qualified refugees, 96–97, 102 Access to education, 112, 183–184 to technology, 128 Accessible materials, 116–117 Active Community Engagement Model (ACEM), 63 Activism, 103, 143 “Acts of citizenship”, 143, 145 Adults group, 48 Advice seeking, 102 Affected, populations, 158–160 Agency, 32 Agency-unlocking role, 38 Altruist reasons, 98 Anonymity, 146 Applied Linguistics School, 45 Apps, 134, 135 Arabic-speaking refugees addressing educational needs of refugees with disability, 111–112 applying universal design to education of displaced people with disabilities, 120–122 building model of delivery, 114 delivery platform, 114–118 education delivery and displaced learners, 113 inclusion through universal design, 118–120 needs, 110–111 Aspirations, 32, 38 frustrated, 36 interplay of conversion factors and agency in, 33 persistent, 35–36 powerful, 34–35 resigned, 32–34 Assistance, 111 Assistive technology, 120 Asylum seekers, 29, 182, 187, 188 permit, 29 Asylum seekers’ permit, 29–30 Asylum-seeking students’ experience of higher education, 24 findings, 22–25 research participants, 19–20 researcher involvement, 20–22 RIES, 18 ATBar tool, 114, 120 Authoring tools, 116 Availability, 166–169 Barriers to cultural integration, 68 Basic Interpersonal Communication Skills (BICS), 93 Begegnungen schaffen, 97 Benchmark assessments, 165 Best practices for literacy programming, 81–83 Bicultural identity, 72n3 Biliteracy, teaching importance of, 84 Blended learning approach, 164–166 Blended Visa Office Referrals (BVOR), 72n1 Book Aid International Program, 82 Borderless world of education for refugees alternative route, 184–185 challenges, 183–184 distance education, 185–186 European governments, 182–183 opportunities for refugees, 187 UoPeople, 186–187 Bracketing, 21, 22 British Home Office, 145 British immigration policy, 17 Café Milena, 94, 102 Calais refugee camp in context, 144–145 Camps, 128, 144 residents, 150 Campzenship, 143 Canada admission policy for GARs, 61 Canadian education system, 64 Canadian school system, 63 federal government, 62 integration goals, 61 refugee system, 72n1 Capabilities approach (CA), 30–31 Capabilities-selection role, 38 Capability disadvantage, 37 Captioning, 115 Care4Calais, 145 Carey Center for Learning in Practice (CLiP), 117, 118 Carey Institute for Global Good, 117 Central Methodist Church (CMC), 32 Children group, 48 “Citizen from below” concept, 143 Citizen journalism, 145–146 Civil society, 92, 94–95, 103 “Clandestine”, 18 Classrooms, 132 Co-teaching model, 165 Code-switching techniques, 174 Coevaluation, 51 Cognitive Academic Language Skills (CALP), 93 Cohesiveness, 146 Cohort selection, 167 College for America degree (CfA degree), 160, 162–164 model of direct assessment, 175n4 Committee representatives, 63 Common European Framework of Reference for Languages (CEFR), 96 Common Underlying Principle, 84 Communication, 47, 49, 51 skills, 147 Communicative approach to language teaching, 46, 50, 51 Communicative competence, 46 Communicative functions, 49 Communicative interaction, 52 Communicative needs, 47 Community Development & Community Radio, 146 Community radio, 142, 148, 152 Competency, 175n4 Competency-based degree, 161–164 Competency-based education, 175n5 Components didactic, 49–50 of digital literacy development, 132 effective post-secondary pathway program, 69–70 school-wide literacy programs, 79, 81 Comprehension, 85 skills, 86 Conception, 23 Conceptualization, 28 Connected learning, 172 Context-sensitive support, 166–169 Context-specific interventions, 159 Contextualized didactics, 46 Conventional “durable solutions”, 170 Conversion factors, 31 Correspondence theory, 174 Cosmopolitan vision, 103 Course of project phases, 95, 96 by German language teachers and learners, 97–102 language courses, 96–97 supervision, 97 two-day training, 95 Cross-cultural learning, 152 Cross-cultural learning space, 151 Cultural asset preservation, 65–66 Cultural assimilation, 66, 68, 70 Cultural diversity, 65, 66, 70 Cultural integration, 70 barriers to, 68 of GARs, 60–61 Cultural knowledge, 86 Cultural preservation, 65, 66 Cultural retention, 47 Cultural sharing, 47 Curriculum, 118 Data collection methods, 148 Data tables, 115 Decoding, 85 Degree, 164 competency-based, 161–164 Delivery partners, 117 building capacity in, 117–118 Delivery platform, 114 accessible materials, 116–117 authoring tools, 116 building capacity in delivery partners, 117–118 delivery partners, 117 hardware devices, 114–115 LMS, 115–116 Democratic model, 186 Deportation policies, 184 Design-for-all criteria, 120 Designing learning materials, 119 Determination, 32 Developing Didactics, 46 Didactic laws, 52 Didactic materials, 51 Didactic principles, 52 Digital approaches, 112, 113 Digital divide, 171 Digital learning, 114 Digital literacy, (see also Literacy), 126, 129 challenges in, 132–133 components, 132 using digital technology to promoting language learning, 129–132 importance of, 129 language skills, 130 Digital media, 126, 149 Digital online employment, 171 Digital platform, 142 Digital societies, transitions to, 129 Digital stories, 135 Direct assessment model, 163 Disability, 111 addressing educational needs of refugees with, 111–112 Disadvantage capability, 37 income-based understandings of, 36–37 perspective, 36–38 Discretionary funding, 168 Discrimination, 77, 175 Displaced learners, 113 Displaced people, 182, 183 Disruption of education, 184 Distance education, 185–186 Diverse factors, 36 eAccessibility, 120 Economic growth, 44 Economic integration capacity, 64–65 of GARs, 60–61 Education, 38, 45, 61, 62, 78, 110, 170, 183 delivery, 113 disruption of, 184 pathway, 63, 69–71, 185 in refugee settings, 79 technology in, 184–185 Educational aspirations, 30–31 formation from disadvantage perspective, 36–38 Educational models in resettlement countries, 128 Educative opportunities, 45 eInclusion, 120 Emergency Refugee Scholarship fund, 187 Emergent readers, 130 Empirical-analytical method, 48 Employment, 170 connections, 164 pathways, 163, 166, 169, 171 Engagement, 98, 101 English language, 48 teaching-learning process to refugees, 51 English language Literacy Program, 48 English lessons, 48 English Literature, 146 English speaking country, 54 Environmental conversion factor, 31 Environmental protection, 44 Equality of opportunity, 47 Equitable use, 120 Esmeraldas Campus, 45 Ethnic capital, 67 Ethno-centric outlook, 21 “Ethno-relative” outlook, 21 European migration policy, 143 European Refugee Crisis, 92 European Union (EU), 120, 183 Experiences pre-resettlement, 128 External factors, 32 Facebook, 142, 145, 148, 149 Feedback systems, 166 Female refugees, 94 Financial constraints, 32 Financial support, 70 First language fluency, 65 First-generation refugees, 70 Flexibility in use, 120 Focus or tab order, 115 Forced migration, 158, 160 Formal schooling, 113 gaps in, 76 Formal writing tools, 87 Formalized professional development, 166 “Fortress Europe”, 92 Foundational literacy knowledge, 84–85 Freedom in teaching-learning process, 52 French Authorities’ approach, 144 Frustrated aspirations, 28, 36 Gender equity, 161 Gender inequity, 167 German language teachers, data on, 98–100 Global communication networks, 185 Global Education Movement model (GEM model), 160, 164, 166, 170 Global South, 28 Goethe University Frankfurt, 93, 94 Goethe University Law Clinic, 95 Government-assisted refugees (GARs), 60 critical challenges to full GAR integration, 66–68 economic and cultural integration of, 60–61 juxtaposition of Canada’s integration goals and humanitarian admission policy, 61 leveraging potential of young GARs, 64–66 post-secondary access challenges facing by Karen GARs, 62–64 post-secondary institutions as integration catalyst, 62 recommendations empowering pre-teen GAR arrivals, 68–70 support for pathway approach, 70–71 Grassroots organizations, 145 Group work theory, 151–152 Handicap International, 110, 111 Hardware devices, 114–115 Hearing, 111 HelpAge International, 110 Hermeneutic method, 48 Heteroevaluation, 51 Higher education as alternative displacement solution, 170–171 asylum-seeking students’ experience of, 18–25 culture, 67–68 model, 169–170 technology-supported, 171 US higher education, 159 Historical-cultural approach, 47 to language teaching, 55 Holiday Time program, 153 Hope Show, 150–151 Host community, 184 Human development, mean for, 38–39 Humanism in didactic process, 52 Humanistic theory, 46 Humanitarian admission policy, 61 Hybrid agency, 136 Ideas Box Program, The, 82 Illiterate, 37, 50, 54, 61, 77 Immigration Act, 29 Immigration Policy (UK), 17, 61, 104 In-person facilitation, 164 Inclusion through universal design, 118–120 Inclusive societies, 44 “Income-based” understandings of disadvantage, 36–37 Individual agency, 32 Individual development, 183 Individual freedom, 47 Info Bus, The, 148 Informal refugee camps, 145, 152 Information and communication technology (ICT), 115, 184 Instruction efforts in US classrooms, 132 Integrated digital platform, 149 Integration by language learning, 93 process, 61 Intensive courses, 96–97, 99 Intensive in-person bridging program, 165 Intensive summer literacy camp, 80 Inter-psychological sphere of learning, 52 International and US refugee resettlement programs, 78 International English Language Testing System (IELTS), 175n3 Internet, 129 Internships, 169 Intra-psychological one, 52 “Iteme” program, 177 Journalism, 146 Jungala Radio, 142–143, 148–149, 152 Jungle Books Library, 146–147 Karen community, 66, 67 Karen GARs, 61, 66 post-secondary access challenges facing by, 62–64 Karen parents, 63, 66, 67 Karen refugees, 63, 67 Karen Women Organization (KWO), 82 Karen youth, 63 Kepler University Program, 160 Kepler’s model, 166, 175n10 Kigali-based cohorts, 167 Kiziba refugee camp, 167 Kurdish refugee camp in Sweden, 81 Kwantlen Polytechnic University (KPU), 63 Labor market, 93 Language courses, 96–97 Language education for refugees, 93 Language Experience approach, 136 Language issues, 174 Language learners data on, 100 digital literacy, 129–133 experiences pre-resettlement, 128 mobile-assisted language learning, 133–136 technology in, 126–128 transitions to digital societies, 129 Language learning, 93, 184 using digital technology to promoting, 129–132 Language proficiency, 129 Language skills, 19, 60, 65, 66, 68, 93, 97, 121, 130 Laws didactic, 52 sovereign, 143 Learners, 86 Learning needs-based teaching, 52 programs for refugee camps, 80–81 Learning management system (LMS), 115–116 Learning under duress, 76–77 Liberating theory, 47 Linguistic landscapes, 130 Linguistics School, 48 Linking project, 45, 48 Literacy, (see also Digital literacy), 76 assessment of school-wide literacy programming components, 79 best practices for literacy programming, 81–83 comprehension, 85–86 current state of refugees, 77–78 education programming in refugee settings, 76 education under duress, 77 encouraging creation of texts, 86–87 foundational literacy knowledge, 84–85 hypothesized challenges and possibilities, 83 recommendations for literacy programs in refugee settings, 83–87 refugee literacy education, 78–81 sample existing literacy programs for refugees, 82 teaching importance of L1 literacy and value of biliteracy, 84 Livelihoods, 170 Local Area Network device, 163 Long-term need, 182 Low agency, 36 Low physical effort, 121 Ludic Methodology, 49, 50 Mainstream media, 145–146 Malta (European country), 20–21, 23 Marginalized migrant youth in Johannesburg, South Africa, 28, 30 aspirations, 32–36 capabilities, educational aspirations, and, 30–31 contextual orientation, 28–30 educational aspirations formation from disadvantage perspective, 36–38 educational policy landscape, 30 mean for human development, 38–39 Maslow’s Hierarchy of Needs theory, 147 Massive Open Online Course (MOOC), 128, 159, 165, 171 MOOC-based learning platform, 172 MCAST, 19, 21, 22 Meaningful learning, 55 Media, 183 Mental health, 24 Mentorship, 35 Meritocratic model, 186 Methodology Ludic Methodology, 49–51 to teach occupations-based English to refugees, 52–55 Microsoft AppFactory, 170 Migrant(s), 18, 29–30, 30, 33, 37–38, 110, 144, 182–183 Migration, 29 forced, 158, 160 South-to-South, 28, 37 Miracle Street Bus, 148 Mixed gender preparatory program, 167 Mobile technology, 129, 134, 185, 186 Mobile-assisted language learning, 133 tapping into mobile technologies as tools for language learning, 134–136 Moment of learning, 47–48 Mother tongue, 50, 53, 54, 112 Motivation, 35, 45, 51 Multiculturalism, 47 Multiple studies, 93 Myanmar Scholarship Fund, 187 National Reading Panel (NRP), 86 Native language literacy (L1 literacy), teaching importance of, 84 Neurobiological studies, 78 New German Willkommenskultur, 92–93 New York Declaration, 76 New York University (NYU), 186 NGO Help Refugees, 144 1951 Convention, 177 No Lost Generation Summit in Amman, 114 Non-English speaking Karen parents, 66 Non-government organizations, 78 Non-governmental organization (NGO), 160 Nonformal schooling, 113 NVDA tool, 120 Occupation-based didactic model communicative approach to language teaching, 46 didactic components, 49–51 didactic laws, 52 didactic materials, 51 didactic principles, 52 methodology to teaching, 52–55 methods, 48 pedagogical theories, 46–48 previous studies, 48 results of educative investigation, 49 sustainable development, 44 teaching English for occupational purposes, 45–46 to teaching English to refugees, 49–52 Online communities, 185 Online degrees, 163, 188 Online education, 159, 160, 185–186 Online games, 131 Online learning, 164 limitations, 171–173 Online-delivery model, 114 Online-learning programs, 173–174 Online-only learning, 159–160, 172 Open-source software, 149 Opportunities educative, 45 for refugees, 187 remote-based employment, 169 remote-based, 169 Parcel-based education, (see Online education) Participation, 152–153 Participatory action research (PAR), 142, 146 Partner-based blended learning model, 160 Partnership for Advancement and Immersion of Refugees (PAIR), 71 Partnership model, 164–166 Pedagogical theories, 46–48 People smuggling, 144 Perceptible information, 121 Perceptions of teachers of adult refugee learners, 80 Persistent aspirations, 28, 35–36 Personal computer (PC), 113 Personal conversion factor, 31 Personal factors, 32 Personal tragedy stories, 145 Phonemic awareness, 85 Phonics, 85 Physical disability, 111 Policy admission policy for GARs, 61 British immigration policy, 17 European migration policy, 143 humanitarian admission policy, 61 Pontifical Catholic University of Ecuador, 45 Pontifical Catholic University of Ecuador, Esmeraldas Campus, 45, 48 Post-secondary access challenges facing by Karen GARs, 62–64 Post-secondary education, 61, 62, 72n2 Post-secondary institutions as integration catalyst, 62 Post-secondary pathway program, 69–70 Post-secondary representatives, 69 Potential unemployment, 23 Poverty, 23 Powerful aspirations, 28, 34–35 Pre-teen GAR arrivals, 68 recommendations empowering, 68–70 Pre-teen youth, 64, 66 “Preparatory” program, 167, 177 Principal, 29, 81 Principles Common Underlying, 84 didactic, 52 Separate Underlying, 84 Print concepts, 85 Print literacy, 76, 80, 126, 128, 130, 132, 136, 137 Prioritized structured internships, 169 Professional skills, 163, 169 Project-based degree model, 163 Protracted refugee situations, 64 Purposive sampling, 32 RACHEL device, 163 Racism, 23 Reaching refugees adaptive and context-sensitive support, 166–169 blended learning, 164–166 competency-based degree, 161–164 higher education as alternative displacement solution, 170–171 higher education model, 169–170 implications, 169 limitations of online learning and technology, 171–173 online education programs, 159–160 provision of western higher education in non-western contexts, 173–174 SNHU GEM Model & programs in Rwanda, 160–161 tertiary education, 158 Reading, 85, 86 “Reading between the lines”, 86 “Reading beyond the lines”, 86 Reading programs, 76 Recognition, 18–19, 29, 61, 146 Refugee crisis, 158, 183 Refugee education programs, 132 Refugee Educator Academy, 117 Refugee higher education model, 159 Refugee Integration and Employment Service (RIES), 18 Refugee literacy education, 78–81 Refugee settings, recommendations for literacy programs in, 83–87 Refugee youths, 30 Refugee-based campus in Kiziba, 168 Refugee-hosting populations, 160 Refugees, (see also Government-assisted refugees (GARs)), 44, 47, 49, 114, 182 current state, 77–78 education, 183 English language literacy to, 45 social interaction demands, 45 Refugees Act, 29, 30 Regular professional development schedule, 175n13 Remote-based employment, 171 opportunities, 169 “Remote-based” opportunities, 169 Research participants, 19–20 Researcher involvement, 20–22 Resettlement, 61, 128 Resigned aspirations, 28, 32–34 “Robobraille” technologies, 116 Rwanda program, 160 Samasource, 170 Scaffolding, 126, 128, 131, 132, 134 Scholarship, 187 School systems, 67 School-wide literacy programs, 81 Second language literacy (L2 literacy), 83, 84, 126 Second World War, 182 Second-language acquisition research, 76 Section 22 Permit, (see Asylum seekers’ permit) “Secure countries of origin”, 104n3 Self-actualization, 147 Self-directed learning, 113 Self-evaluation, 51 Self-interested reasons, 98 Self-regulated learning, 48 Separate Underlying Principle, 84 Settlement Worker in Schools program (SWIS program), 69 Short-term need, 182 Sight loss, 111 Simple and intuitive use, 121 “Single acts of citizenship”, 143, 144 Situational disability, 119 Size and space for approach and use, 122 Skilled labor, 92–93 Skip navigation capabilities, 115 Small Giants Scholarship Fund, 187 Smaller-scale package courses, 163 Snapchat, 148 SNHU GEM Model & programs in Rwanda, 160–161 Snowball sampling, 32 Social conversion factor, 31 Social inclusion, 44, 183 Social integration, 134 Social media, 126 approach, 152 Calais refugee camp in context, 144–145 citizen journalism and mainstream media, 145–146 ethical considerations, 148 group work theory, 151–152 Jungala Radio, 142 literature review, 143 research method, 146–148 results, 148–151 tools, 145, 149 Social network, 185 Facebook, 142, 145, 148, 149 Twitter, 142, 145, 149 YouTube, 142 Social realities, 185 Socio-Cultural theory of Vygotsky, 52 Sociocultural constructionism, 146 Socioeconomic mobility, 183 Sociotechnical theory, 185 Software, 133 Soundcloud, 142, 149 South Africa, 29–30 South-to-North movement, 28–29 South-to-South migration, 28, 37 Southern New Hampshire University (SNHU), 160 Sovereign law, 143 Special needs, 76, 112, 114, 118–120 Staff development, 81 Staffing model, 166 “Start ins Deutsche” program, 93 ambitious project to support language integration, 93 basic facts about, 94–95 course of project phases, 95–97 New German Willkommenskultur, 92–93 project locations and courses during fourth project phase, 95 Willkommenskultur, 102–103 State of constant transience, 144 State of exception theory, 142, 143 Storybooks on children’s language acquisition, 135 Storytelling, 86 Structural conditions, 28, 32–36 Student orientation, 167 Student-centered approach, 168 “Summer of welcome”, 92 Supervision, 97 Supervision groups, impressions from, 101–102 Sustainable development, 44 Sustainable learning framework, 117 Tabula rasa, 24 Tawasol symbol, 120 Teacher training, 117 Teacher Training College Frankfurt, 97 Teachers Without Borders Program, 82 Teaching fellows, 165 organization form, 51 quality, 184 staff model, 165 Teaching English for occupational purposes, 45–46 Teaching-learning process, 46, 50 English language, 51, 52, 54 freedom in, 52 learners’ feelings in, 47 Technology, 184 limitations, 171–173 technology-supported higher education, 171 Tertiary education, 158 Text alternatives, 115 creation, 86–87 Text-to-speech tools, 111 Thai-Burmese borders, 80, 81 “The Jungle” Calais, 142, 144, 149 Third Spaces, 103 Tolerance for error, 121 Trafficking, 189 Transitions to digital societies, 129 Twitter, 142, 145, 149 Two-day training, 95 U.S.-accredited, accreditation degree, 163 UNESCO Mobile Learning Week in Paris, 114 United Nations (UN), 76 United Nations High Commissioner for Refugees (UNHCR), 60, 77, 158, 182 policies, 184 United Nations Refugee Agency, 45 United Nations Refugee Agency Gateway Protection Program, 18 Universal design applying to education of displaced people with disabilities, 120–122 inclusion through, 118–120 Universal design for learning (UDL), 118–120 University, 22–25 University of Edinburgh, 188 University of the Free State, 39 University of the People (UoPeople), 186–187, 188 University of York in the UK, 19 Urban centers, 77 US higher education, 159 Values, 48, 62, 65 Viber, 148 Vimeo, 145 Vocational training, 93, 97 Volunteers, 145 Vulnerable learners, 159–160, 162, 166, 172, 175 We Love Reading Program, 82 Web Content Authoring Guidelines (WCAG), 115 Weight of family and refugee community responsibility, 68 Western higher education provision in non-western contexts, 173–174 Western-centric approach, 162 Western-produced and anglophone programs, 174 WhatsApp, 148 White and Green Papers, 29 Willkommenskultur, 99, 100, 102–103 Word processors, 87 Workplace training, 164 “World Radio Day”, 151–152 World Wide Web, 186 Wraparound services, 168 Writing, 86–87 Yezidi Kurdish refugee, 80 Young GARs, 64 cultural asset preservation, 65–66 economic integration capacity, 64–65 leveraging potential, 64–66 Young refugees, 67 Youth, 28, 30, 32 YouTube, 142 Zone of Present Development, 47 Zone of Proximal Development, 47 Book Chapters Prelims Part I Seeking Higher Education Introduction to Language, Teaching, and Pedagogy for Refugee Education Chapter 1 Asylum-Seeking Students’ Experience of Higher Education in the UK Chapter 2 Higher Education Marginalized in Johannesburg, South Chapter Occupation-based Didactic Model for English Language Teaching to Refugees to and Social Integration Chapter Post-secondary Education and the Integration of Refugees in for Chapter Literacy Instruction Without Ideas for Developing Best for Reading in Refugee Chapter “Start Deutsche” German to Refugees Goethe University Part and Higher Education Chapter Refugees, Education, and the Educational Needs of Refugees with Learning Chapter of Conventional with Refugee Language of Chapter Social in Educational in Informal Refugee in Chapter Reaching Southern New Hampshire Model for Refugee Higher Education Chapter Borderless World of Education for Refugees the

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