Affiliation:
1. Soka University of America, USA
Abstract
This study aimed to explore how English as a second language (ESL) teachers who teach refugees impact their students beyond language instruction. The main research questions were: (1) What unique challenges do adult refugees face within the realm of language and culture acquisition?; (2) What special needs do refugees have in learning a new language and culture?; and (3) How do teachers use language instruction to better address the broader challenges refugees face in the process of assimilation in their new home country? Interviews with refugees and ESL teachers provided the backbone of this research, which was grounded in the lived experience of the interviewees to ensure that the research was done with their interests at heart. The present study then attempted to derive lessons from those lived experiences to better serve future refugees and language teachers and inform ESL teachers on steps they can take to cater to refugees' needs more effectively.
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