Professional Documents
Culture Documents
All students require differentiated teaching methods that will assist them in their learning
due to their diverse characteristics. Refugee students face several learning challenges and
encounters due to their non-English speaking background. They are a specific group of
individuals of the lower socioeconomic status. Critical research and observation is required in
order for educational leaders to be mindful about the learning implications refugee students face,
and to create significant learning methods in order for students to nurture. The article ‘Refugee
action support: crossing borders in preparing pre-serve teachers for literacy teaching in
secondary schools in Greater Western Sydney’, by Loshini Naidoo (2012) mentions the
importance of providing literacy support for refugee background students in order to benefit
them. Naidoo (2012) also discusses the how to prepare future teachers to overcome the
challenges refugee students face. The article discusses the Refugee Action Support program
within schools and communities, which is supported by Western Sydney University. Naidoo’s
(2012) article will be compared and contrasted to the article “Interrupted schooling and the
Brown, Jenny Miller and Jane Mitchell (2006). The limitations of learning assistance and support
are identified throughout the article, demonstrating the lack of support Sudanese refugee students
receive in Australian schools. Although both studies cover the importance of literacy refugee
students require, the limitations are also perceived through Brown, Miller and Mitchell’s (2006)
article. Overall, the outcomes of both research articles demonstrate significant and worthy data.
refugee students with educational support through the ‘Refugee Action Support’ program (RAS).
The program aims to provide support for refugee students as they struggle with language and
literacy within Australian classrooms. Through the educational opportunities provided for
refugee students, their socioeconomic status significantly improves (Naidoo, 2012, p.266). As
well as providing support for refugee students, Naidoo (2012) also established that by involving
parents to the program provided greater learning opportunities (p.273). Kulger and Price (2009)
state, “Part of the family’s role is supporting the student’s emotional needs, particularly
significant for immigrant and refugee students who often come from close, protective families”
(p. 49). This has also been embedded in Brown, Miller and Mitchell’s (2006) study, as they
believe that refugee students should receive all the support required, however they specifically
mention the limitations and traumatic experiences refugee students faced in the past, which
affects their learning. Brown, Miller and Mitchell (2006) found that these students found the
languages of the standardised curriculum very challenging and difficult (p.150). Even though
both studies draw upon the importance of providing refugee students with support in order for
them to engage within learning environments, Brown, Miller and Mitchell’s (2006) believe that
further developments must be conducted as refugee students have been traumatised by their
demonstrates the importance of teachers being aware of the second language learning and
literacy in order to elevate the performance of students (p.268). By knowing this, teachers will be
significant pedagogical approach that integrates ones service to the community to improve their
learning development. In comparison to Naidoo’s article, Brown, Miller and Mitchell’s (2006)
literature review also relates to the significance social communication skills, as students develop
‘academic and language competence’ (p.153). It is significant to consider the trauma Sudanese
refugee students face as it ominously affects their learning ability. As the limitations of assisting
Sudanese refugee students are mentioned in Brown, Miller and Mitchell’s (2006) article, further
research was required in order for the researchers to find the benefits of learning within
Australian schools.
The qualitative approach used by Naidoo (2012) was significant, as Ullman (2015) states
“the purpose of qualitative research is usually descriptive and explains a particular phenomena”
(p.148). The process of collecting the data was conducted through ‘a semi-structured individual
and group interviews’ (p.270) in order to assemble statistics of the experiences of refugee
students who were part of the RAS program. Refugee students who attended the RAS program
were also involved in focus groups interviews in order to generate open discussions. In
comparison, Brown, Miller and Mitchell’s (2006) also conducted their data through the
qualitative method approach, where eight Sudanese refugee students volunteered to undertake
interviews in order to generate information on the struggles and suggestions to better learning
within classrooms (p.156). The benefits of using a qualitative method approach rather than a
quantitative approach allows for the results to be descriptive and are open to interpretation
(Ullman, 2015, p.149) rather than simple yes and no survey questions. However, Unlike
Naidoo’s research, where students remained anonymous for confidential purposes, Brown,
Miller and Mitchell’s (2006) did not construct the research where the students’ identity remained
anonymous. Anonymity and discretion of students is significant and ethical to gathering research
as they cannot be found or criticized (Crow & Wiles, 2008, p.418). Overall, both research studies
have utilised precise data methods where Naidoo (2012) assess the value of the RAS program
and its benefits, and Brown, Miller and Mitchell’s (2006) gain information on what refugee
struggle with during schools and what they prefer in teaching and learning areas.
The comparison of the findings of both articles has been explored. Naidoo (2012) simply
stated the outcomes of the research conducted, where it is evident that students who attended the
RAS program, reported in gaining further confidence in their academic performances within
schools (p.271). The tutors and students of the RAS program also voiced their teaching and
learning experience, providing actual learning experiences. Similarly to Naidoo’s research, the
findings of Brown, Miller and Mitchell (2006) are also mentioned through the voiced opinions of
the eight Sudanese refugee students. However, they also use tables in order to clearly show the
information and of the eight Sudanese students and their findings (Brown, Miller & Mitchell,
2006, p.154). Both studies aim to provide literacy and language help for refugee students through
programs and conducting personal information on what these students prefer by implementing
pedagogical methods. However, a more stimulating research could have been utilised in order to
create evocative involvement within classrooms by further expanding on the methods used in
discussions (Neuman, 2009, p.4). Overall, both research studies have provided standard
Many refugee students had minimal access to education resources before entering
Australia, the lack of support and extreme poverty they faced had disadvantaged them
immensely (Blackwell & Melzak, 2000, p.9). The common aspects shared between both research
articles relates to the aim of providing further learning assistance for refugee students within
Australian schools due to their traumatic experiences. However, Brown, Miller and Mitchell’s
(2006) research places specific input on Sudanese refugee students, as they are the largest group
of refugees “under the Humanitarian Immigration Program” (p.150). Although, both research
articles aim to enhance the learning of refugee students, limitations arise. Brown, Miller and
Mitchell’s (2006) article brings forth limitations of only conducting research on eight Sudanese
refugee students. By involving more than eight students within the study, further findings and
conclusions could have been produced, allowing for further learning opportunities (find resource
on this). The RAS program also has limitation of research as they only conducted research within
one school.
Furthermore, I am now going to discuss the implications examined through both research
articles. The implications have developed from the research conducted from both articles. The
teachers on how to deal with refugee students. This also benefits them, as they are able to
understand the needs of refugee students and what they require. A RAS tutor has stated “I’ve
used the RAS strategies that I’ve actually learnt” (2012, p.272). This has also allowed tutors and
implications also include providing one on one support with students and teachers that introduce
beneficial methods of learning, where students are also able to gain further confidence in
learning (Naidoo, 2012, p.271). Naidoo’s (2012) suggestions after conducting her research has
allowed for implications for teaching. On the other hand, Brown, Miller and Mitchell’s (2006)
research article has also allowed for teaching implications, where learning pedagogical strategies
have been developed. This being, modifying the curriculum activities to develop simplified
methods of learning of language and literacy for refugee students (p.161). By modifying and
differentiating lesson plans, students are able to succeed within classrooms. Differentiating in
classrooms is also an implication as it is an effective pedagogical for teachers. Tomlinson (2000)
supports this as he says “planning to differentiate within classrooms is effective as students are
able to reach for their full potential according to their academic level” (p.77).
Through analysing the importance of the research of both articles, implications for
teachings have been established. As a future English teacher I have been able to recognise the
importance of differentiating learning according to the needs of all students and their learning
requirements. The Professional Standards for Teacher (2014) mentions, by developing and
creating differentiated pedagogies for diverse students, they are able to meet the needs of the
learning abilities of all students (p.1). It has also allowed me to view the different methods of
learning according to the stages of all students. “RAS meets the needs, abilities and learning
styles of students from refugee backgrounds and provided them with a better chance to succeed”
(Naidoo, 2012, p.273). The cultural knowledge of students also introduced implications for
learning as teachers began to involve cultural context and knowledge into classrooms (Brown,
Miller & Mitchell, 2006, p.157). Both research studies indicated that refugee students were able
to prosper in schools through the extensive support and assistance of creating tutoring centres
and also by simply training teachers and tutors to be precautious of the support required by
refugee students. Through both research findings, implications for learning have been identified.
In conclusion, both research articles have conducted immense knowledge and findings to
support refugee students. Both research articles have also demonstrated an understanding of
implementing pedagogical strategies in order to allow refugee students to gain all possible
knowledge within classrooms and beneficial learning programs. Even though Brown, Miller and
Mitchell’s (2006) research article specifically mentioned Sudanese refugee students, both studies
both have similar conclusions and recommendations that refugee students require further
learning assistance by training tutors and teachers. Hence, it is evident that further research must
be conducted in order to provide high quality teaching for refugee students who require learning
Reference:
Blackwell, D., & Melzak, S. (2000). Far from the battle but still at war. Troubled refugee
Brown, J., Miller, J., & Mitchell, J. (2006). Interrupted schooling and the acquisition of literacy:
Kugler, E., & Price, O. (2009). Go beyond the Classroom to Help Immigrant and Refugee
http://dx.doi.org/10.1177/003172170909100310
Naidoo, L. (2012). Refugee action support: Crossing borders in preparing pre-service teachers
http://dx.doi.org/10.5172/ijpl.2012.7.3.266
Standards | Australian Institute for Teaching and School Leadership. (2017). Aitsl.edu.au.
for-teachers/standards/list
Tomlinson, C. (2006). Leadership for differentiating schools & classrooms (1st ed., pp. 77-103).
Wiles, R., & Crow, G. (2008). The Management of Confidentiality and Anonymity in Social
http://dx.doi.org/10.1080/13645570701622231