Supporting Refugee Students: Language Learning and Cultural Integration

What Unique Challenges Do Refugee Students Face in Schools?

Refugee students face intersecting challenges including language barriers, trauma from displacement, cultural adjustment difficulties, and interrupted schooling. These students require specialised support that goes beyond traditional ESL programs, requiring tailored pedagogical approaches to address their complex academic and emotional needs. Effective support systems must create safe, welcoming environments where refugee students feel valued while receiving trauma-informed educational services.

Refugee students bring unique strengths and face distinct challenges in our schools. Beyond language learning, they may be navigating trauma, cultural adjustment, and interrupted schooling. Effective support requires understanding these intersecting needs through systems thinking, implementing appropriate scaffolding strategies, and creating environments where students feel safe, valued, and able to learn through dialogic teaching approaches. This guide explores evidence-based approaches to language support, tra uma-informed practice, and building the sense of belonging that enables refugee students to thrive academically and socially, requiring careful consideration of measuring progress in these complex contexts.

As the UN Refugee Agency has argued, Information Technology alone does not guarantee an education, and online course dropout rates are very high. The reasons are either a lack of relevance of the curriculum or a lack of motivation on the part of students when they are solely enroled online (4. Teaming up With Technology, Turn the Tide: Refugee Education in Crisis, n.d.). In addition, refugees, being disadvantaged students, may lack the cultural capital and may be unaware that a solid understanding of digital skills can increase employ ment prospects, or perhaps there are sociocultural stereotypes on the part of teachers, related to cultural integration, that could also hinder them. This needs further assessment and exploration, investigating teachers' perceptions. One could understand that this situation is even more challenging for refugees living in rural areas, where 20% do not have access to the internet (UNHCR, 2016). 

Given the circumstances of a post-COVID era, refugee education has been highly affected and has forced students and educators to adapt quickly to remote access and online learning. Many refugees, due to limited access to technology, have been unable to continue their education, while those with access to technology have had issues due to their lack of digital literacy. It has been proven critical that schools and especially teacher educators address such factors and provide educational opportunities for refugee learners. In light of the increasing prevalence of smartphones in daily life, the educational community is becoming more aware of the potential learning benefits these devices may offer.

This article seeks to discuss the challenges language teachers face and suggest ways to address the lack of digital literacy, which is essential to achieving effective online language instruction. By sharing our practices, we hope to inspire other instructors or schools to adopt the suggested educational opportunities for refugee students and raise awareness of the challenges refugees and language instructors face. The objective of this article is to discuss the use of smartphones for delivering online language courses to refugees that could evidently increase their digital and social skills. The first part of this article discusses the challenges we face as language teachers in terms of culture and socio-technical factors, and the second part offers suggestions on how to deliver the course on different platforms. 

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What Does Research Say About Supporting Refugee Student Success?

Research shows that technology alone does not guarantee educational success for refugee students, with online courses showing particularly high dropout rates. Studies indicate that lack of curriculum relevance and student motivation are primary barriers, along with teachers' cultural biases that may hinder integration efforts. Evidence-based approaches emphasise the need for culturally responsive teaching combined with trauma-informed practices to address refugee students' complex needs.

Foreign language teachers of refugees from various origin countries face critical issues during class hours and when preparing materials for their classes. During COVID-19, these challenges were exacerbated by the fact that their education had to be delivered online. According to Godwin-Jones (2017) the major challenge is to prepare students to be knowledgeable and engaged online learners, and the most effective way to accomplish this is to use smartphones. In the case of refugees, this may be the only option. Smartphones have become increasingly popular tools for enhancing distance learning and teaching, allowing access to online learning platforms, resources, and the ability to interact digitally (Darko-Adjei, 2019). 

The role of digital technologies in refugees' lives has become very essential over the last decade, as this is concluded by the extended literature (Alencar, 2020). Researchers have noted that low levels of digital literacy and socioeconomic, linguistic, and cultural barriers can hinder the use of technology to manage information efficiently (O'Mara 2012; Bradley et al., 2022). In addition, affordability and familiarity with technology, thus digital literacy, is an issue for refugees (O'Mara et al., 2010). Consequently, "refugees with disrupted educational backgrounds may lack engagement strategies necessary for successful inclusion in mainstream education systems. Many students require specialised support to address their unique learning needs. Additionally, developing social-emotional skills is crucial for their overall success. For young learners, understanding early language development patterns helps teachers provide appropriate interventions. Teachers can also utilise ongoing assessment to monitor progress and support refugee students' academic growth."strategies nec essary for successful inclusion in mainstream education systems. Many students require specialised support to address their unique learning needs. Additionally, developing social-emotional skills is crucial for their overall success. For young learners, understanding early language development patterns helps teachers provide appropriate interventions. Teachers can also utilise ongoing assessment to monitor progress and support refugee students' academic growth."

These insights highlight the need for comprehensive, individualised support systems that account for the diverse backgrounds and experiences of refugee students. Schools must strive to create inclusive environments where these students feel safe, valued, and helped to learn and thrive.

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Practical Strategies for Language Teachers

This section provides actionable strategies for language teachers to address the unique challenges faced by refugee students, focusing on digital literacy, cultural sensitivity, and trauma-informed practices. By integrating technology thoughtfully and developing a supportive classroom environment, teachers can helps refugee students to achieve academic and social success.

Here are several practical strategies educators can implement to support refugee students:

1. Digital Literacy Training: Provide targeted instruction in essential digital skills, such as using online learning platforms, creating documents, and conducting research. Focus on practical applications relevant to academic and professional success.
2. Culturally Responsive Teaching: Adapt teaching methods and materials to reflect the cultural backgrounds and experiences of refugee students. Incorporate diverse perspectives and stories into the curriculum to promote inclusivity and understanding.
3. Trauma-Informed Practices: Create a safe and supportive classroom environment that acknowledges the potential impact of trauma on learning and behaviour. Implement strategies to promote emotional regulation, resilience, and positive relationships.
4. Language Support: Offer tailored language instruction that addresses the specific needs of refugee students, including vocabulary development, grammar, and communication skills. Use visual aids, real-world examples, and collaborative activities to enhance comprehension and engagement.
5. Community Partnerships: Collaborate with community organisations, refugee support groups, and cultural centres to provide additional resources and support for refugee students and their families. These partnerships can help bridge cultural gaps and promote a sense of belonging.
6. use Smartphones: Maximise the affordances of smartphones by using free apps for language learning (Duolingo, Memrise), translation, and educational resources. Use WhatsApp for announcements, Q&A, and community building, and allow audio recording for pronunciation practice and reflection.

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Conclusion

Supporting refugee students requires a multifaceted approach that addresses their unique challenges while recognising their strengths and potential. By understanding the impact of trauma, cultural adjustment, and interrupted schooling, educators can create inclusive and supportive learning environments that helps refugee students to thrive.

Integrating technology thoughtfully, providing tailored language support, and developing a sense of belonging are crucial components of effective support systems. Through collaboration, ongoing professional development, and a commitment to culturally responsive teaching, educators can make a profound difference in the lives of refugee students, helping them to achieve academic success and build a brighter future.

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Further Reading

• Alencar, A. (2020). Digital inclusion of refugees: A systematic literature review. Information Technology & People, 33(6), 1497-1521.
• Bradley, E., et al. (2022). Digital literacy and refugees: A scoping review. Journal of Refugee Studies, 35(4), 1423-1445.
• Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(3), 4-17.
• O’Mara, J. (2012). Bridging the digital divide: Information literacy for refugee women. Australian Academic & Research Libraries, 43(4), 280-291.