Enhancing critical reading with migrant and refugee-background youth

加强移民和难民背景青年的批判性阅读

• 批准号: DE210101782
• 负责人: A/Prof Jennifer Alford
• 金额: $ 24.15万
• 依托单位: Griffith University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Early Career Researcher Award
• 财政年份: 2021
• 资助国家: 澳大利亚
• 起止时间: 2021-01-20 至 2024-01-19
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DE210101782
• 关键词: Enhancing; critical; reading; migrant; refugee

This project investigates how migrant and refugee-background youth learn to read critically in school, and in everyday, out-of-school contexts. Youth engage in the complex online worlds of websites, Apps, digital gaming and other media, posing both opportunities and risks. Their challenge is navigating learning to read English, and to read critically in English. Using qualitative methods, this study will identify the critical reading practices of these youth, and create resources to enhance their critical reading skills out-of-school. Drawing connections between in and out of school reading benefits migrant and refugee-background youth and teachers to strategically manage critical reading in complex, contemporary reading environments.

这个项目调查移民和难民背景的青少年如何在学校和日常的校外环境中学习批判性阅读。年轻人参与了网站、应用程序、数字游戏和其他媒体等复杂的在线世界，既带来了机会，也带来了风险。他们面临的挑战是学会阅读英语，并批判性地阅读英语。本研究将采用定性的方法，找出这些青少年的批判性阅读实践，并创建资源，以提高他们的校外批判性阅读技能。将校内和校外阅读联系起来，有利于移民和难民背景的青年和教师在复杂的当代阅读环境中战略性地管理批判性阅读。