Educational inclusion for migrants and refugees through language learning: difficulties, challenges and ways forward
DOI:
https://doi.org/10.34117/bjdv10n1-105Keywords:
language teaching, inclusion, migrants and refugees, active methodologiesAbstract
The teaching-learning process of languages for migrants and refugees is a challenge that goes beyond getting them to develop communication skills and moves toward inclusion through education. In order to analyze the main keys and difficulties when it comes to teaching this collective, this multiple case study selects seven European countries in whose educational contexts teachers and migrants work together. Specifically for this research, the perspectives of 35 experts were taken into account as a result of the data gathered through round tables. After developing a cross-case analysis, the results demonstrated significant connections which delved into analytical generalizations: (i) the importance of focusing on the cultural dimension and the motivation factor; (ii) the impact of structural vulnerability on students, which was identified as the main obstacle when it comes to achieving the objective of teaching, and (iii) the lack of institutional resources. Finally, (iv) active methodologies were proposed as a way forward to address these challenges.
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