一位向难民成人学习者教授英语的扫盲教师的反思性案例研究

Pub Date : 2024-02-26 DOI:10.1177/10451595241235699
Clarena Larrotta, Shannon D. Ture
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摘要

自 20 世纪 70 年代以来,美国一直是全球领先的难民安置国;其难民安置计划是世界上最大的。得克萨斯州接纳了大量难民,并长期开展难民项目,因此成为研究的战略要地。本文报告了德克萨斯州中部一个开放式扫盲项目的反思性案例研究结果。文章描述了一位扫盲教师六年来为成年难民学习者教授英语的经历。指导本研究的研究问题是(1) 一位扫盲教师向成年难民学习者教授英语的经验是什么? (2) 其他英语教师在教授难民学习者时,可以从这一反思性案例研究中获得哪些启示?为了记录案例研究,必须系统地记录事实和反思。因此,该教师写了一个学期的反思日记,并参加了一系列会话故事访谈,为研究提供数据。主题分析程序指导了数据分析过程,并确定了五大主题来报告研究结果。这五个主题是(1) 创伤压力,(2) 课堂动态,(3) 积极倾听,(4) 教与学的灵活性,以及 (5) 课程挑战。研究结果提供了对这一主题感兴趣的实践者有用的例子和叙述。本文邀请成人难民语言学习者的教师进行反思,并对其教学实践有更多的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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Reflective Case Study of a Literacy Instructor Teaching English to Refugee Adult Learners
The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.
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