4 results found
Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice
This chapter analyzes the under-explored issue of medium of instruction for refugees, focusing on South Sudanese refugees in Uganda and Burundian refugees in Tanzania as illustrative cases through which to explore language dynamics.
Language for Resilience: the role of langauge in enhancing the resilience of Syrian refugees and host communities
This report aims to identify the key needs of these different groups, current good practice and potential gaps in programming, and consider the ways that the British Council and its partners can further develop language-education programmes to build capacity during times of protracted crisis.
Language, education and migration in the context of forced displacement
Decades of research on language and education support the need to develop explicit and inclusive language policies that meet the needs of all learners. The right to education and the right to language are enshrined in multiple international conventions, declarations, and charters.
How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues?
In this paper we explore why first language–based multilingual education (L1-based MLE) would work in multi-language contexts where learners with different home languages come together in a single classroom or school, summarize the MLE theories that would apply, suggest some strategies for dealing with the situation, and offer some directions for future research.