scholarly journals Care for Children with Migrant or Refugee Backgrounds in the School Context

2016 ◽  
Vol 41 (3) ◽  
pp. 190-200 ◽  
Author(s):  
Clemence Due ◽  
Damien W. Riggs
Keyword(s):  
Mixed Methods ◽  
English Language ◽  
School Context ◽  
Current Paper ◽  
Refugee Children ◽  
One Dimension ◽  
Intensive English ◽  
School Teachers ◽  
Language Program ◽  
Mainstream Education

Whilst teachers are increasingly being asked to provide ‘care’ for students in their classrooms, very little research has explored what care might look like for students with migrant or refugee backgrounds. This paper reports on the findings of a study conducted with children when they began school in Australia in the Intensive English Language Program (IELP), with a focus on how care might be provided and defined. Participants were 63 migrant or refugee children aged between 5 and 13 years of age (M = 7.40 years, SD = 2.39), and 14 IELP teachers. The aims of the broader study of which this paper forms one part were to explore experiences at school through a mixed-methods, participatory methodology. The current paper takes a deductive approach, and focuses specifically on the relationships between students and teachers as one dimension of care for students. We found that students had positive relationships with their teachers, and reported feeling safe at school. Teachers reported some challenges in relation to their relationships with students, particularly in the case of students with refugee backgrounds. We suggest that the concept of care for children with refugee and migrant backgrounds needs further work, particularly in mainstream education settings.

scholarly journals Student Attitudes toward Intensive English Program at CSCED and their Effects on Academic Achievement

2014 ◽  
Vol 2 (10) ◽  
pp. 139-157
Author(s):  
Bashayer Raghian Albalawi
Keyword(s):  
Academic Achievement ◽  
Student Attitudes ◽  
English Language ◽  
Student Attitude ◽  
P Value ◽  
Intensive English ◽  
Language Program ◽  
The University ◽  
Previous Training ◽  
Different Levels

The present study investigates the influence of some variables related to attiudes, motivation, and academic achievement. As students of the intensive English language program at Community Service and Continuious Education Deanship (CSCED) show different levels of education, different purposes of study, and different levels of previous training, the research investigates the effect of such variables on student attitude. The variable of sex is also added as the intensive English language program in CSCED at University of Tabuk consists of both male and female students. To collect the required data, a 5-point Likert scale attitude questionnaire was developed. The attitude scale involved 32 items. According to the results of the study, students hold positive attitudes toward the intensive English language program in CSCED at the Tabuk University. In addition, there are no statistically significant differences in student attitude toward the intensive English language program in CSCED at the University of Tabuk according to the following variables: teacher nationality (p-value > 0.05), their level of education (p-value > 0.05), and their sex (p-value > 0.05). There are statistically significant differences between attitudes of students toward the intensive English language program in the CSCED in the University of Tabuk according to the following variables: their academic achievement (p-value < 0.05), their purpose of study (p-value < 0.05), and their previous training programs (p-value < 0.05). Some recommendations were suggested in relation to EFL student attitudes.

scholarly journals Challenges Confronting the Administration of English Language Program: Secondary School Context in Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. 59-69
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
School Administrators ◽  
School Context ◽  
Language Teachers ◽  
Instructional Materials ◽  
Survey Method ◽  
Chi Square ◽  
Language Program ◽  
Research Survey

This objective of this study was to investigate the challenges facing the administration of English Language program in Senior Secondary schools in Abaji Area Council of Federal Capital Territory (FCT), Nigeria. The study used questionnaire as instrument for data collection. 80 respondents were selected from the entire population of English teachers and school administrators in Abaji. Purposive research techniques were employed to select the respondents.  Research survey method was adopted for the study. To determine the reliability of the instrument, test and retest methods. The data collected were analysed using simple percentage, mean statistical and chi-square was employed to test the hypotheses. The result collected from the study led to the following conclusion that scant fund, shortage of professional English teacher, inadequate English language instructional materials, deficient English laboratory, poor capacity development of English language teachers and paltry motivation of English language teacher are the challenges affecting the effective administration of English language program in Abaji secondary Schools.

scholarly journals Language Proficiency and Assessing Classroom Achievement: A Literature Review

2017 ◽  
Vol 2 (3) ◽  
pp. 9-16
Author(s):  
Parul Sood
Keyword(s):  
Literature Review ◽  
Language Proficiency ◽  
English Language ◽  
Target Language ◽  
Placement Tests ◽  
Intensive English ◽  
Language Program ◽  
Language Programs ◽  
Class Assignment ◽  
English Language Programs

The goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.

scholarly journals Language Proficiency and Assessing Classroom Achievement: A Literature Review

2017 ◽  
Vol 2 ◽  
pp. 9
Author(s):  
Parul Sood
Keyword(s):  
Literature Review ◽  
Language Proficiency ◽  
English Language ◽  
Target Language ◽  
Placement Tests ◽  
Intensive English ◽  
Language Program ◽  
Language Programs ◽  
Class Assignment ◽  
English Language Programs

The goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.

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