Students with interrupted formal education: Empowerment, positionality, and equity in alternative schools

TESOL Journal ◽  
2021 ◽  
Author(s):  
Erica Flores
Keyword(s):  
Alternative Schools ◽  
Formal Education ◽  
Interrupted Formal Education

scholarly journals Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 75
Author(s):  
Carl Laberge ◽  
Suzie Beaulieu ◽  
Véronique Fortier
Keyword(s):  
Language Learning ◽  
Formal Education ◽  
Experimental Treatment ◽  
Strategy Training ◽  
Control Group ◽  
Quebec City ◽  
Comprehension Skills ◽  
Interrupted Formal Education ◽  
Implicit Training ◽  
Listening Strategies

The development of oral comprehension skills is rarely studied in second and foreign language teaching, let alone in learning contexts involving students with limited or interrupted formal education (SLIFE). Thus, we conducted a mixed-methods study attempting to measure the effect of implicit teaching of oral comprehension strategies with 37 SLIFE in Quebec City, a predominantly French-speaking city in Canada. Two experimental groups received implicit training in listening strategies, whereas a control group viewed the same documents without strategy training. Participants’ listening comprehension performance was measured quantitatively before the treatment, immediately after, and one week later with three different versions of an oral comprehension test targeting both explicit and implicit content of authentic audiovisual documents. Overall, data analysis showed a low success rate for all participants in the oral comprehension tests, with no significant effect of the experimental treatment. However, data from the intervention sessions revealed that the participants’ verbalisations of their comprehension varied qualitatively over time. The combination of these results is discussed in light of previous findings on low literate adults’ informal and formal language learning experiences.

Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education

2020 ◽  
pp. 266-282
Author(s):  
Kristin W. Kibler ◽  
Luciana C. de Oliveira
Keyword(s):  
United States ◽  
Professional Learning ◽  
Formal Education ◽  
School Personnel ◽  
The United States ◽  
Promising Practices ◽  
Support Resources ◽  
Interrupted Formal Education ◽  
Entering Students ◽  
Additional Support

This chapter reviews the academic literature on late-entering students with interrupted formal education (SIFE), many of whom are refugees or asylum seekers, in order to gain a better understanding of how to serve these students and support their teachers. The literature suggests that school personnel who are serving late-entering SIFE (i.e., arriving in the United States at high school age) require additional support, resources, and on-going professional learning. The purpose of this chapter is to provide recommendations for district-wide professional learning based upon the challenges and promising practices that emerged in the literature review. Although this chapter focuses on the educational context in the United States, the recommendations may apply elsewhere.

scholarly journals ОЦЕЊИВАЊЕ УЧЕНИКА У АЛТЕРНАТИВНИМ ШКОЛАМА

2020 ◽  
Vol 2 (1) ◽  
pp. 51-60
Author(s):  
Тамара Вукић ◽  
Марија Јовановић
Keyword(s):  
Student Development ◽  
Alternative Schools ◽  
Education System ◽  
Formal Education ◽  
Evaluation Process ◽  
Holistic Approach ◽  
Shared Responsibility ◽  
Assessment Process ◽  
Qualitative Approaches ◽  
Repressive Effect

The main prerequisites for ensuring the quality of education and the teaching process are the qualitative features of the assessment process and its efficiency. In order to show the benefits, role and importance of assessment characteristics that have been significantly neglected or completely absent in the formal education system, this paper presents an overview of alternative schools in which the evaluation and assessment process is based on such qualitative approaches. The paper presents the general characteristics of the education activities of the Waldorf School, Montessori School and Freinet’s School, with particular reference to the assessment and evaluation process. Based on the assessment characteristics in the abovementioned alternative schools, it can be concluded that this process is characterized by: a holistic approach; high level of individualization; motivation in place of categorization; collaboration and shared responsibility of teachers, students and parents; timely feedback as the foundation for self-evaluation and the absence of repressive effect of evaluation. The identified characteristics provide an opportunity to create innovative assessment techniques and mechanisms that can ensure the quality and efficiency of the assessment process in the formal education system and serve as the foundation for creating individualized assessment procedures which the teachers-practitioners can use to significantly improve their teaching skills and use assessment more as a tool for student development.

The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program

2016 ◽  
Vol 55 (7) ◽  
pp. 1021-1044 ◽  
Author(s):  
Rabia Hos
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Formal Education ◽  
Research Study ◽  
Immigrant Students ◽  
Academic Skills ◽  
The United States ◽  
Refugee Students ◽  
Interrupted Formal Education ◽  
Newcomer Program

Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations for the future despite their limited knowledge of the U.S. educational system.

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