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Background. Language classes organized for adult refugees and migrants are heterogeneous. Students in these educational settings differ across a number of various aspects, including language competences, educational background and levels of literacy. Seen through the Critical Pedagogy lens language is considered not simply as a means to express or...
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... hopes and ambitions was selected by only two participants and ranked as less important, while formal dialogues received the greatest number of least important answers. Most answers about listening activities included listening to dialogues and four students ranked listening to songs as important (Table 4). Regarding grammar instruction, explicit presentation of grammar rules was chosen as most important by only two students and, very important by three. ...Similar publications
This article discusses findings from an ongoing qualitative studies about the incorporation of popular culture in university-based professional education. The focus is on how popular culture can become a curricular resource to support learning about theory or concepts and contentious or sensitive issues, at a time when neoliberal trends of consumer...
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Language acquisition stands as a pivotal pillar for the successful integration of refugees and immigrants into host societies. However, conventional language education methods often lack the adaptability and inclusivity required to cater to the diverse needs and challenges faced by these populations. This research article embarks on an exploration of innovative approaches to language learning specifically tailored to refugees and immigrants. By delving into various initiatives, programs, and technologies, this article illuminates effective strategies that foster language acquisition, cultural understanding, and social integration. Through an extensive review of literature and case studies, it underscores the critical role of innovative language learning approaches in empowering refugees and immigrants to not only navigate linguistic barriers but also to flourish and contribute meaningfully in their new environments. In this study, we dissect traditional language learning methods and their limitations, acknowledging their inadequacy in addressing the multifaceted needs of refugee and immigrant learners. We then pivot towards a comprehensive exploration of innovative approaches, including community-based language programs, technology-enhanced learning platforms, and multimodal experiential learning methods. These innovative strategies are evaluated not only for their efficacy in enhancing language proficiency but also for their capacity to bridge cultural divides and promote social cohesion. This article delves into the crucial aspect of culturally relevant curriculum development, recognizing the importance of aligning language instruction with the linguistic and cultural backgrounds of refugee and immigrant learners. By examining case studies and success stories, we draw attention to specific programs and initiatives that have successfully harnessed innovative approaches to language learning, providing tangible evidence of their impact on participants' linguistic competencies and integration outcomes. However, amidst the exploration of these innovative approaches, we also uncover inherent challenges and considerations, ranging from resource constraints to issues of scalability and sustainability. This prompts a critical reflection on the future directions of language learning initiatives for refugees and immigrants, accompanied by recommendations for policymakers, educators, and practitioners to prioritize investment and support for innovative language learning programs. This research article offers a comprehensive synthesis of the significance of innovative approaches to language learning for refugees and immigrants. It underscores the imperative for tailored, adaptable, and culturally sensitive language education strategies to empower displaced populations in their journey towards linguistic proficiency, cultural competence, and social integration.
