Welcoming Languages: teaching a 'refugee language' to school staff to enact the principle of integration as a two-way process
Welcoming Languages: teaching a 'refugee language' to school staff to enact the principle of integration as a two-way process
复制标题
欢迎语言：向学校工作人员教授“难民语言”，以制定双向过程的融合原则
DOI：
10.1080/14708477.2023.2247386
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发表时间：
2023
影响因子：
1.9
通讯作者：
Fassetta G
中科院分区：
文献类型：
--
作者：
Fassetta G
在这篇文章中，我们讨论了一个项目的结果，教阿拉伯语作为一种“难民语言”的小学工作人员，使他们能够欢迎讲阿拉伯语的儿童和家庭。该项目立足于对社会正义和包容性教育做法的承诺，以及对融合是一个双向过程的理解。评价表明，向小学工作人员教授阿拉伯语对讲阿拉伯语的儿童和家庭、工作人员自己的做法以及更广泛的学校社区产生了积极影响。我们列出了一系列建议，以扩大在教育环境中使用和教授的语言。
In this article we discuss the outcomes of a project which taught Arabic as a ‘refugee language’ to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff’s own practice, and on the wider school community. We list a set of recommendation to expand the languages spoken and taught in educational contexts.