Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/104118
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Type: Journal article
Title: Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds
Author: Due, C.
Riggs, D.
Augoustinos, M.
Citation: International Journal of Inclusive Education, 2016; 20(12):1286-1296
Publisher: Taylor & Francis
Issue Date: 2016
ISSN: 1360-3116
1464-5173
Statement of
Responsibility: 
Clemence Due, Damien W. Riggs and Martha Augoustinos
Abstract: While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms designed for students learning English, in which students come from a complex range of backgrounds and may have experienced trauma. The paper provides support for sociocultural learning approaches, whereby students’ own cultural and linguistic background are treated as beneficial to education rather than as obstacles to be overcome.
Keywords: Refugees; migrants; diversity; education; English; sociocultural theory
Rights: Copyright © 2016 Routledge
RMID: 0030047429
DOI: 10.1080/13603116.2016.1168874
Grant ID: http://purl.org/au-research/grants/arc/DP110100732
Appears in Collections:Psychology publications

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