Refugee and migrant-serving language programs: an inquiry into policies, teacher perspectives, and teacher professional learning
Dissertation Proposal Title: Refugee and migrant-serving language programs: an inquiry into policies, teacher perspectives, and teacher professional learning
Dissertation Committee Members: Dr. Beatrice Dupuy (Chair), Dr. Hayriye Kayi-Aydar, Dr. M'Balia Thomas
Abstract: Language programs that serve students with refugee and migrant backgrounds represent an underresearched area within language education research. Language learners in these programs encounter distinctive challenges from traumatic immigration histories, varied educational backgrounds, cultural diversities, and the sociopolitical contexts of their origin and host countries (Bonet, 2021; Warriner, 2016). Additionally, learners face discrimination as racial, ethnic, gender, and linguistic prejudices permeate the policies and local communities in which they resettle and, as a result, influence the language programs and teachers who serve these students (Bonet, 2021). The provisions for newcomers' language learning in different countries are systematically underfunded, lack essential resources, and are steeped in discriminatory practices and ideologies requiring more research and advocacy (Wrigley, 2015; Simpson & Hunter, 2023). Some of the crucial gaps in research are in teachers' professional learning and experiences and analysis of language policies.
This three-article dissertation aims to respond to the gaps in refugee and migrant language learning research and provide material for advocacy. The first article will employ critical discourse analysis to examine language and language learning policies in five refugee-receiving Western countries to raise awareness about ideological patterns in policies and resulting practices. The second article will investigate teacher knowledge, perspectives, and experiences in refugee and migrant teaching contexts. The third article will take the form of curriculum development for teacher professional learning that fosters equitable teaching practices in refugee and migrant language programs.
