PREVIOUS  I  TABLE OF CONTENTS  I  NEXT

 

EDUCATIONAL SUPPORT FOR CHILDREN & YOUTH OF REFUGEE BACKGROUND

SELECTED READINGS

(Background Information / Settlement Support / Educational Support / Language & Literacy Support)

Background

  • Ahearn, F. L. and Athey, J. L. 1991. Refugee children. Baltimore: Johns Hopkins University Press.
  • Amnesty International. (2007). Unfair Shores: How you can help refugees’ rights. Retrieved May 09, 2014, from http://www.amnesty.org.au/refugees/comments/2277/
  • Askland, H. H. (2005). Young East Timorese In Australia: Becoming Part of a New Culture and the Impact of Refugee Experiences on Identity and Belonging. University of Newcastle (NSW).
  • Boua, C. 1990. Children of the killing fields. Wollongong, N.S.W.: Centre for Multicultural Studies, University of Wollongong.
  • Cole, D. R. (2013). Deleuze and narrative investigation: the multiple literacies of Sudanese families in Australia. Literacy, 47(1), 35–41.
  • Commission Community Relations. (2014). Humanitarians Entrants in New South Wales: A resource for New South Wales government agencies. Sydney.
  • Edmund Rice Centre. (2014). Asylum seekers and refugees: education resource, activities for students. Homebush West, NSW. Retrieved from http://www.erc.org.au/?module=pagemaster&PAGE_user_op=view_page&PAGE_id=177 
  • Igoa, C. 1995. The inner world of the immigrant child. New York: St. Martin's Press.
  • Kumsa, M. K. (2006). ‘No! I'm not a refugee!’The poetics of be-longing among young Oromos in Toronto. Journal Of Refugee Studies, 19 (2), pp. 230--255.
  • Legal Aid NSW. (2013). Information about refugee communities. Sydney.
  • Mosselson, J. 2006. Roots and Routes: Bosnian adolescent refugees in New York City, New York: Peter Lang
  • Phillips, J. (2011). Asylum seekers and refugees: what are the facts? Background Note, Parliamentary Library, Parliament of Australia, Canberra. Retrieved from Http://www. Aph. Gov. au/library/pubs/BN/sp/Asylumfacts.htm.
  • Pittaway, E., & Muli, C. (2009). “We have a Voice—hear us”: The settlement experiences of refugees and migrants from the Horn of Africa. Sydney.
  • Richmond, A. H. (2001). Refugees and racism in Canada. Refuge: Canada's Journal on Refugees, 19(6).
  • Richmond, A. H. (2002). Globalization: implications for immigrants and refugees. Ethnic and Racial Studies, 25(5), 707–727. doi:10.1080/0141987022000000231
  • Slaughter, A., & Crisp, J. (2009). A surrogate state? The role of UNHCR in protracted refugee situations. Research paper 168. New Issues in Refugee Research. Geneva.
  • Sua´rez-Orozco, C. and Sua´rez-Orozco, M. M. 2002. Children of immigration. 2nd ed. Cambridge, MA: Harvard University Press.
  • Tascon, S. M. (2002). Refugees and asylum-seekers in Australia: border-crossers of the postcolonial imaginary. Mots Pluriels, 21. Retrieved May 08, 2014, from http://www.arts.uwa.edu.au/MotsPluriels/MP2102smt.html
  • United Nations High Commission for Refugees. (n.d.). About Refugee: Basic Definitions. Retrieved May 10, 2014, from http://unhcr.org.au/unhcr/index.php?option=com_content&view=article&id=179&Itemid=54
  • United Nations High Commission for Refugees. (2008). 2008 Global Trends: Refugees, Asylum-seekers, Returnees, Internally Displaced and Stateless Persons. Paris.
  • United Nations High Commission for Refugees. (2013). Mid-Year Trends 2013. Paris.
  • Zetter, R. (2007). More labels, fewer refugees: Remaking the refugee label in an era of globalization. Journal Of Refugee Studies, 20 (2), pp. 172–192.

Back to top ...

Providing Living & Settlement Support

  • Askland, H. H. (2005). Young East Timorese In Australia: Becoming Part of a New Culture and the Impact of Refugee Experiences on Identity and Belonging. University of Newcastle (NSW).
  • Bailey, S. (2004). Is legal status enough? Legal status and livelihood obstacles for urban refugees. Tufts University. Boston, MA.
  • Barnett, J., & Antenucci, R. (2009). Building connection in working with new arrival immigrant and refugee students. TESOL in Context, May.
  • Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An International Review, 46: 1, 5-68.
  • Bracken, P. (1998). Hidden agendas: Deconstructing post-traumatic stress disorder. In: Bracken, P. & Petty, C. eds. (1998). Rethinking the Trauma of War. New York: Free Association Books, pp. 38-59.
  • Brand, R. (2013). Young African women with refugee backgrounds living in Perth, Western Australia: acculturation and community connection.
  • Brownlees, L. & Finch, N. (2010). Levelling the playing field. A UNICEF UK report into provision of services to unaccompanied or separated migrant children in three local authority areas in England. [report] UNICEF, pp. http://www.unicef.org.uk/Documents/Publications/levelling-playing-field.pdf.
  • Casimiro, S., Hancock, P., & Northcote, J. (2007). Isolation and Insecurity: Resettlement Issues Among Muslim Refugee Women in Perth, Western Australia. Australian Journal of Social Issues (Australian Council of Social Service), 42(1).
  • Codrington, R., Iqbal, A., & Segal, J. (2011). Lost in Translation? Embracing the Challenges of Working With Families From a Refugee Background. Australian and New Zealand Journal of Family Therapy (ANZJFT), 32(2), 129–143. doi:10.1375/anft.32.2.129
  • Commission Community Relations. (2014). Humanitarians Entrants in New South Wales: A resource for New South Wales government agencies. Sydney.
  • Copley, J., Turpin, M., Gordon, S., & Mclaren, C. (2011). Development and evaluation of an occupational therapy program for refugee high school students. Australian Occupational Therapy Journal, 58(4), 310–316.
  • Crowson, R. L., & Boyd, W. L. (1993). Coordinated Services for Children: Designing Arks for Storms and Seas Unknown. American Journal of Education, 101(2), 140. doi:10.1086/444037
  • Davis, R. M., & Davis, H. (2006). PTSD symptom changes in refugees: PTSD symptom changes after immigration: a preliminary follow-up study in refugees. Torture, 16, 10–19.
  • Drožđek, B., Kamperman, A. M., Tol, W. a, Knipscheer, J. W., & Kleber, R. J. (2013). Seven-Year Follow-Up Study of Symptoms in Asylum Seekers and Refugees With PTSD Treated With Trauma-Focused Groups. Journal of Clinical Psychology, 00(0), 1–12. doi:10.1002/jclp.22035
  • Ecclestone, K., Biesta, G. & Hughes, M. (2010). Transitions in the lifecourse: The role of identity, agency and structure. In: Ecclestone, K., Biesta, G. & Hughes, M. eds. (2010). Transitions and Learning through the Lifecourse. London: Routledge, pp. 1-15.
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
  • Espstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In F. Kaufmann & F. Losel (Eds.), Social intervention: Potential and constraints (pp. 121–136). New York: De Gruyter.
  • Eyber, C. (2002). FMO Research Guide: Psychosocial Issues. Retrieved May 10, 2014, from http://www.forcedmigration.org/research-resources/expert-guides/psychosocial-issues/overview
  • Fullilove, M. T. 1996. Psychiatric implications of displacement: contributions from the psychology of place. American Journal of Psychiatry, 153 p. 12.
  • Gibson, M. A. 1988. Accommodation without assimilation. Ithaca: Cornell University Press.
  • Goodman, J. H. (2004). Coping with trauma and hardship among unaccompanied refugee youths from Sudan. Qualitative Health Research, 14(9), 1177–96. doi:10.1177/1049732304265923
  • Hampshire, K., Porter, G., Kilpatrick, K., Kyei, P., Adjaloo, M., & Oppong, G. (2008). Liminal spaces: Changing inter-generational relations among long-term Liberian refugees in Ghana. Human Organization, 67(1), 25–36.
  • Hart, R. (2009). Child refugees, trauma and education: interactionist considerations on social and emotional needs and development. Educational Psychology In Practice, 25 (4), pp. 351–368.
  • Hek, R. (2005). The experiences and needs of refugee and asylum seeking children in the UK: A literature review. Dfes.
  • Kugler, Eileen Gale ; Price, O. A. (2009). Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom. Center for Health and Health Care in Schools.
  • Major, J., Wilkinson, J., Santoro, N., & Langat, K. 2013. Regional and rural Australia as a site of settlement for young African background refugees: a double-edged sword? Australian and International Journal of Rural Education, 23 (3), 95-105.
  • Refugee Council Of Australia (2010). What works: Employment strategies for refugee and humanitarian entrants. [pdf] Sydney: RCOA.
  • Salmon, K., & Bryant, R. A. (2002). Post-traumatic stress disorder in children: The influence of developmental factors. Clinical Psychology Review, 22(2), 163–188.
  • Schore, A. N. (2001). The effects of early relational trauma on right brain development, affect regulation and infant mental health. Infant Mental Health Journal, 22(1-2), 201–269.
  • Shakespeare‐Finch, J., & Wickham, K. (2010). Adaptation of Sudanese refugees in an Australian context: investigating helps and hindrances. International Migration, 48(1), 23-46
  • Shakya, Y. B., Khanlou, N. & Gonsalves, T. (2010). Determinants of mental health for newcomer youth: policy and service implications. Canadian Issues/Th`Emes Canadiens.
  • Siegel, D. J. (2001). Toward an interpersonal neurobiology of the developing mind: attachment, relationships, mindsight and neural integration. Infant Mental Health Journal, 22(1-2), 67–94. doi:10.1002/1097-0355(200101/04)22:1<67::AID-IMHJ3>3.0.CO;2-G
  • Smith, Y. J., Cornella, E., & Williams, N. (2014). Working with populations from a refugee background: an opportunity to enhance the occupational therapy educational experience. Australian Occupational Therapy Journal, 61(1), 20–7. doi:10.1111/1440-1630.12037
  • Victorian Multicultural Commission, not dated. Building pathways: A framework to support transitions for young people from refugee backgrounds, www.immi.gov.au/media/publications/settle/transitions.htm
  • Waniganayake, M. (2001). From Playing with Guns to Playing with Rice: The Challenges of Working with Refugee Children: An Australian Perspective. Childhood Education. doi:10.1080/00094056.2001.10521652

Back to top ...

Providing Educational Support

  • Anderson, E. (2012). Race, culture, and educational opportunity. Theory and Research in Education, 10(2), 105–129. doi:10.1177/1477878512446540
  • Arnot, M. & Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies, and practices. [pdf] http://www.educ.cam.ac.uk/people/staff/arnot/AsylumReportFinal.pdf.
  • Australian National Schools Network. (2008). Working with African Refugee Students: A Snapshot. Retrieved November 16, 2009, from http://www.ansn.edu.au/content/teaching-make-difference-working-african-refugee-students
  • Barnett, J., & Antenucci, R. (2009). Building connection in working with new arrival immigrant and refugee students. TESOL in Context, May.
  • Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 1–19. doi:10.1080/13603116.2014.899636
  • Bond, S. (2009). Learning support programs: Education reform beyond the school. Fitzroy, Victoria.
  • Brown, T. (2010). Dilemmas in refugee post-primary education. In M. H. Vickers & F. E. McCarthy (Eds.), Achieving equity in education for immigrant and refugee students. Vol. 4. International Advances in Education: Global initiatives for equity and social justice. Baltimore: Information Age Publishing.
  • Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, 38(1), 65–84.
  • Burgoyne, U., & Hull, O. (2007a). Classroom management strategies to address the needs of Sudanese refugee learners. National Centre for Vocational Education Research (NCVER) (p. 85). South Australia: National Centre for Vocational Education Research.
  • Burgoyne, U. & Hull, O. (2007b). Teaching learners from highly oral cultural backgrounds: Good practice guide, NCVER. [pdf] Australian Government, Department of Education, Science and Training. http://www.ncver.edu.au/research/proj/nr5l06s2.pdf. [Accessed: 18 March 2014].
  • Cassity, E., & Gow, G. (2005). Making up for lost time: The experiences of Southern Sudanese young refugees in high schools. In Youth Studies (Vol. 24, pp. 51–55).
  • Cassity, E. and Gow, G. 2006. "Shifting space and cultural place: The transition experiences  of African young people in western Sydney high schools", paper presented at AARE  International Education Research Conference.
  • Chegwidden, P., & Thompson, A. (2008). Filling the Gap. Granville, NSW: Granville Multicultural Community Centre.
  • Chelpi-den Hamer, M. (2009). Educational attainments of Liberian refugees in Côte d’Ivoire (1992-2007): reflections on certification, equivalence and informal schooling for refugees. In J. Kirk (Ed.), Certification counts: Recognizing the learning attainments of displaced and refugee students (pp. 200–221). Paris: UNESCO International Institute for Educational Planning.
  • Contreras, A.R. 2002, ‘The impact of immigration policy on education reform: Implications for the new millennium’, Education and Urban Society, 34, pp. 134-155
  • Davies, A. Z. 2008. Characteristics of adolescent Sierra Leonean refugees in public schools in New York City. Education and Urban Society, 40 (3), pp. 361–376.
  • Department of Education and Training. (2004). Cultural Diversity and Community Relations Policy: Multicultural education in schools (PD20050234). In In ESL guidelines for schools: EST teaching and learning (pp. 5–19). Sydney: Department of Education and Training.
  • Dooley, K. (2009). Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling. English Teaching: Practice and Critique, 8(1), 5–22.
  • Dooley, K. (2012). Positioning refugee students as intellectual class members. In M. Vickers & F. McCarthy (Eds.), Refugee and immigrant students: achieving equity in education (pp. 3 – 20). Charlotte, NC: Information Age Publishing.
  • Fallaw, H. (2006). Providing assistance to Sudanese students in secondary schools in Greater Western Sydney. Scoping report prepared for the School of Education. Penrith, NSW.
  • Ferfolja, T., & Vickers, M. (2010). Supporting refugee students in school education in Greater Western Sydney. Critical Studies in Education, 51(2), 149–162. doi:10.1080/17508481003731034
  • Freire, P. (1998). Pedagogy of freedom: ethics, democracy and civic courage. Maryland: Rowman & Littlefield Publishers.
  • Further Education Unit. 1994. Refugee Education & Training. Issues for Further Education.. [online] Available at: http://eric.ed.gov/?id=ED383917 [Accessed: 27 March 2014].
  • Hamilton, R., & Moore, D. (Eds.). (2004). Educational Interventions for Refugee Children: Theoretical perspectives and implementing best practice. London & New York: Routledge Falmer.
  • Hammond, J. & Miller, J. (Eds.) (2015). Classrooms of possibility: supporting at-risk EAL students. Newtown, NSW: PETAA
  • Harris, V., & Marlowe, J. (2011). Hard Yards and High Hopes : The Educational Challenges of African Refugee University Students in Australia. International Journal of Teaching and Learning in Higher Education, 23(2), 186–196.
  • Hek, R. (2005). The role of education in the settlement of young refugees in the UK: the experiences of young refugees. British Association of Social Workers, 17(3), 151–171.
  • Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Newtown, NSW: PETAA.
  • Hewson, S. (2006). Inside out: Boys’ voices: Identity and refugee students in a secondary school. In K. Cadman & K. O’Regan (Eds.), Tales out of school: Identity and English language teaching (pp. 34–48). Flinders Park, SA: Australian Council of TESOL Associations.
  • Kao, G. and Tienda, M. 1998. Educational aspirations of minority youth. American  Journal of Education, 106 pp. 349-384.
  • Karanja, L. (2010). The Educational Pursuits and Obstacles for Urban Refugee Students in Kenya. International Journal for Cross-Disciplinary Subjects in Education, 1(3), 147–155.
  • Kavuro, C. 2013. ‘Reflecting on Refugees and Asylum Seekers Tertiary Education in South Africa: Tension Between Refugee Protection and Education Transformation Policies’, Global Education Magazine, http://www.globaleducationmagazine.com/reflecting-refugees-asylum-seekers-tertiary-education-south-africa-tension-refugee-protection-education-transformation-policies/
  • Keddie, A. (2012). Refugee education and justice issues of representation, redistribution and recognition. Cambridge Journal of Education, 42(2), 197–212. doi:10.1080/0305764X.2012.676624
  • Kenway, J., & Bullen, E. (2005). Globalizing the young in the age of desire: Some educational policy issues. In M. W. Apple, J. Kenway, & M. Singh (Eds.), Globalizing Education: Policies, Pedagogies and Politics (pp. 31–43). New York: Peter Lang.
  • Kugler, Eileen Gale ; Price, O. A. (2009). Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom. Center for Health and Health Care in Schools.
  • Matthews, J. (2008). Schooling and settlement: refugee education in Australia. International Studies in Sociology of Education, 18(1), 31–45. doi:10.1080/09620210802195947
  • McBrien, J. L. (2005). Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75(3), 329–364.
  • McCarthy, F. E., & Vickers, M. H. (Eds.). (2012). Achieving Equity in Education for Refugee and Immigrant Students. North Carolina: Information Age Publishing.
  • Miller, J., Mitchell, J., & Brown, J. (2005). African refugees with interrupted schooling in the high school mainstream: Dilemmas for teachers. An Australian Journal of TESOL, 20(2), 19–33.
  • Moll, L, Amanti, C., Neff,  L., & González, N. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates, Publishers
  • Montero, M. K., Ibrahim, H., Loomis, C., & Newmaster, S. (2012). “Teachers, Flip Your Practices on Their Heads!” Refugee students’ insights into how school practices and culture must change to increase their sense of school belonging. The Journal of Multiculturalism in Education, 8(October), 1–28.
  • Naidoo, L. (2009a). Developing social inclusion through after‐school homework tutoring: a study of African refugee students in Greater Western Sydney. British Journal of Sociology of Education. doi:10.1080/01425690902812547
  • Naidoo, L. (2009b). Refugee-Centred Education: Making Community Engagement Central Rather than Peripheral to Pre-service Teacher Professional Development. International Journal of Learning, 16(5), 35–44.
  • Naidoo, L. (2010). Engaging the Refugee Community of Greater Western Sydney. Issues In Educational Research, 20(1), 47–56.
  • Naidoo, L. (2011). The Refugee Action Support Program: A Case Study Report of Best Practice. International Journal Of The Inclusive Museum, 3 (4).
  • Nwosu, O. C., Barnes, S. and L, R. 2014. Where ‘Difference is the Norm’: Exploring Refugee Student Ethnic Identity Development, Acculturation, and Agency at Shaw Academy. Journal of Refugee Studies, p. 050.
  • Oikonomidoy, E. (2009). The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school. Globalisation, Societies and Education, 7(1), 23–39. doi:10.1080/14767720802677358
  • Oikonomidoy, E. (2010). Zooming Into the School Narratives of Refugee Students. Multicultural Perspectives. doi:10.1080/15210960.2010.481186
  • Oliver, R., Haig, Y., & Grote, E. (2009). Addressing the educational challenges faced by African refugee background students: Perceptions of West Australian stakeholders. TESOL in Context, 19(1).
  • Olliff, L. (2010). Finding the right time and place: Exploring post-compulsory education and training pathways for young people from refugee backgrounds in NSW. Sydney.
  • Organisation for Economic Cooperation and Development. (2010). Closing the gap for immigrant students: policies, practice and performance. Paris: OECD.
  • Prior, C. B. (2001). New immigrants and refugees in American schools: Multiple voices. Childhood Education, 77(5), 275–283.
  • Refugee Council of Australia. 2009. Annotated bibliography of research on education and training issues for young refugees, RCOA, Sydney
    www.refugeecouncil.org.au/r/rpt/2009-Education-bib.pdf (accessed 17/7/13)
  • Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Maidenhead: Open University Press.
  • Roxas, K. (2011). Creating communities: Working with refugee students in classrooms. Democracy and Education, 19(2), 1–8. Retrieved from http://democracyeducationjournal.org/home/vol19/iss2/5/
  • Shakya, Y. B., Guruge, S., Hynie, M., Akbari, A., Malik, M., Htoo, S., … Alley, S. (2010). Aspirations for Higher Education among Newcomer Refugee Youth in Toronto: Expectations, Challenges, and Strategies. Refuge, 27(2), 65–78.
  • Sidhu, R., Taylor, S. and Ra. 2007. Educational provision for refugee youth in Australia: left to chance?. Journal of Sociology, 43 (3), pp. 283--300.
  • Sidhu, R., & Christie, P. (2007). Spatialising the scholarly imagination: globalization, refugees and education. Transnational Curriculum Enquiry, 4(1), 7–17.
  • Sidhu, R. K., Taylor, S. C., & Christie, P. (2011). Schooling & Refugees : Engaging with the complex trajectories of globalisation. Global Studies of Childhood, 1(2), 92–103. doi:10.2304/gsch.2011.1.2.92
  • Silburn, J., Earnest, J., Butcher, L. & de Mori, G. (2008). Needs Analysis of Students from Refugee Backgrounds: a Case Study from Murdoch University, Western Australia. Retrieved April 4, 2014 from http://www.altcexchange.edu.au/content/engaging-students-refugee-backgrounds
  • Silburn, J., Earnest, J., De Mori, G., & Butcher, L. (2010). “Life”: Learning Interactively for Engagement - Meeting the pedagogical needs of students from refugee backgrounds.
  • Strekalova, E., & Hoot, J. (2008). What is special about special needs of refugee children? Guidelines for teachers. Multicultural Education, Fall, 21–24.
  • Su’Arez-Orozco, C., Pimentel, A. & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. The Teachers College Record, 111 (3), pp. 712–749.
  • Taylor, S. 2008. Schooling and the settlement of refugee young people in Queensland:'... the challenges are massive'. Social Alternatives, 27 (3), pp. 58--65.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. doi:10.1080/13603110903560085
  • Thapar-Bjorkert, S & Sanghera, G 2010, ‘Social capital, educational aspirations and young Pakistani Muslim men and women in Bradford, West Yorkshire’, The Sociological Review, 58:2, pp. 244–264
  • Trumbull, E., Rothstein-Fisch, C. and Greenfield, P. 2014. Bridging Cultures in Our Schools: New Approaches That Work. [e-book] A WestEd Knowledge Brief. http://www.pps.k12.or.us/files/district-leadership/Bridging_Cultures_Trumball.pdf [Accessed: 22 March 2014].
  • Uptin, J., Wright, J., & Harwood, V. (2012). “It felt like i was a black dot on white paper”: examining young former refugees’ experience of entering Australian high schools. The Australian Educational Researcher, 40, 125–137. doi:10.1007/s13384-012-0082-8
  • Victorian Foundation for Survivors of Torture. (2005). Education and Refugee Students from Southern Sudan. Melbourne: Victorian Foundation for Survivors of Torture.
  • Waniganayake, M. (2001). From Playing with Guns to Playing with Rice: The Challenges of Working with Refugee Children: An Australian Perspective. Childhood Education. doi:10.1080/00094056.2001.10521652
  • Weekes, T., Phelan, L., Macfarlane, S., & Francis, V. (2011). Supporting successful learning for refugee students: The Classroom Connect project. Issues in Educational Research, 21(3), 310–329.
  • Wilkinson, L. (2002). Factors influencing the academic success of refugee youth in Canada. Journal of Youth Studies, 5(2), 173–193. doi:10.1080/13676260220134430
  • Wilkinson, J. & Langat, K. (2012). Exploring educators’ practices for African students from refugee backgrounds in an Australian regional high school. The Australasian Review of African Studies, XXXIII(II), 158-177.
  • Wilkinson, J., Major, J., Santoro, N., & Langat, K. (2012). What out-of-school resources and practices facilitate African refugee students’ educational success in Australian rural and regional settings? In C. S. University (Ed.), Ripple: Charles Sturt University.
  • Zeus, B. (2011). Exploring Barriers to Higher Education in Protracted Refugee Situations: The Case of Burmese Refugees in Thailand. Journal Of Refugee Studies, 24 (2), pp. 256–276.

Back to top ...

Providing Language & Literacy Support

  • Allen, R. and Franklin, J. 2002. Acquiring English: Schools Seek Ways to Strengthen Language Learning. Curriculum Update.
  • Australian Curriculum Assessment and Reporting Authority (ACARA). 2012. English as an additional language/dialect: A teacher resource. Retrieved 13th July, 2012, from http://www.acara.edu.au/curriculum/student_diversity/eald_teacher_resource.html
  • Australian Curriculum Assessment and Reporting Authority (ACARA). (2014a). EALD Teacher Resource for the Australian Curriculum.  Retrieved from http://www.acara.edu.au/verve/_resources/EALD_Overview_and_Advice_revised_February_2014.pdf.
  • Barnett, J., & Antenucci, R. (2009). Building connection in working with new arrival immigrant and refugee students. TESOL in Context, May.
  • Bielenberg, B., & Wong Filmore, L. 2005. The English they need for the test. Educational Leadership, January, 45-49.
  • Brown, J., Miller, J., & Mitchell, J. (2006). Interrupted Schooling and the Acquisition of Literacy: Experiences of Sudanese Refugees in Victorian Secondary Schools. Australian Journal of Language and Literacy, 29(2), 150–162.
  • Burgoyne, U. & Hull, O. (2007). Teaching learners from highly oral cultural backgrounds: Good practice guide, NCVER. [pdf] Australian Government, Department of Education, Science and Training. http://www.ncver.edu.au/research/proj/nr5l06s2.pdf. [Accessed: 18 March 2014].
  • Cajkler, W., & Hall, B. (2009). 'When they first come in what do you do?' English as an additional language and newly qualified teachers. Language and Education, 23(2), 153 - 170
  • Cole, D. R. (2013). Deleuze and narrative investigation: the multiple literacies of Sudanese families in Australia. Literacy, 47(1), 35–41.
  • Collier, V. (1995). Acquiring a second language for school. Directions in Language and Education. The National Clearinghouse for Bilingual Education, 1(4), 1–10. Retrieved from http://www.ncela.gwu.edu/rcd/bibliography/BE020668/
  • Collier, V. P., & Thomas, W. P. (1999). Making U.S schools effective for English language learners. Pt 1. TESOL Matters, 9(4), 1 - 6.
  • Cummins, J. 1979, ‘Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters’, Working Papers on Bilingualism, 19, pp. 121-129
  • Cummins, J. (1981). Bilingualism and minority children. Ontario: Ontario Institute for Studies in Education.
  • de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101 - 124.
  • Demie, F. (2012). English as an additional language pupils: how long does it take to acquire English fluency? Language and Education, 1(11).
  • Department of Education Employment and Workplace Relations. (2014). English as a Second Language New Arrivals Program. Retrieved May 10, 2014, from http://education.gov.au/english-second-language-new-arrivals-programme
  • Dooley, K. (2008). New learning and English as an additional language in mainstream classes. In A. H. Healey (Ed.), Multiliteracies and expanding landscapes: New pedagogies for student diversity (pp. 102–125). Sydney: Oxford University Press.
  • Fairbairn, S. B., & Fox, J. (2009). Inclusive Achievement Testing for Linguistically and Culturally Diverse Test Takers: Essential Considerations for Test Developers and Decision Makers. Educational Measurement: Issues and Practice, 28(1), 10–24. doi:10.1111/j.1745-3992.2009.01133.x
  • Freire, M. 1990. Refugees: ESL and Literacy Trying to Reinvent the Self in a New Language. Refuge: Canada's Journal on Refugees, 10 (2).
  • Garcia, G. (2000). Lessons from research: what is the length of time it takes limited English proficient students to acquire English and succeed in an all-English classroom? Issue and Brief No. 5. Washington D.C. Retrieved from http://www.ncela.gwu.edu/rcd/bibliography/BE020918
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
  • Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273.
  • Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, Teachers and Researchers. Studies in Second Language Acquisition, 30(2), 262–263.
  • Gibbons, P. (2008). “It Was Taught Good and I Learned a Lot”: Intellectual Practices and ESL Learners in the Middle Years. The Australian Journal of Language and Literacy, 31(2).
  • Hammond, J. & Miller, J. (Eds.) (2015). Classrooms of possibility: supporting at-risk EAL students. Newtown, NSW: PETAA
  • Haneda, M. 2014. From academic language to academic communication: Building on English learners’ resources. Linguistics and Education. doi:
  • Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Newtown, NSW: PETAA.
  • Hurst, D., & Davison, C. 2005. Collaborating in the Curriculum: Focus on Secondary ESOL. In D. Kaufman & J.Crandall (Eds.), Content-Based Instruction in Primary and Secondary School Settings. Alexandria VA: TESOL Inc.
  • Lucero, A. 2012. Demands and opportunities: Analyzing academic language in a first grade dual language program. Linguistics and Education, 23, 277-288.
  • McKay, P. (2005). Research into the assessment of school-age language learners. Annual Review of Applied Linguistics, 25, 243–263. doi:10.1017/S0267190505000139
  • Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438 – 476.
  • Miller, J. 2003, ‘Identity and language use: the politics of speaking ESL in schools’, Negotiation of Identities in Multilingual Contexts, ed. Pavlenko, A & Blackledge, A, Multilingual Matters Ltd., Clevedon, UK, pp. 290-315
  • Miller, J. (2009). Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571–592. doi:10.1080/09500690701744611
  • Myers, A. (2014). Students learning English benefit more in two-language instructional programs than English immersion, Stanford research finds. Stanford Report. http://news.stanford.edu/news/2014/march/teaching-english-language-032514.html
  • Naidoo, L. (2011). What Works?: A Program of Best Practice for Supporting the Literacy Needs of Refugee High School Students. Literacy Learning: The Middle Years, 19(1).
  • Naidoo, L. (2012). United by Language, Literacy and Learning: Creating spaces in schools to support refugee literacy. PRISM: A Journal Of Regional Engagement, 1 (2), p. 5.
  • Petron, M., Ates, B., & Berg, H. (2014). Linguistically Diverse or Learning Disability? Paper presented at the TESOL International, Portland USA.
  • Schumann, J. H. 1986. Research on the acculturation model for second language acquisition. Journal of Multilingual & Multicultural Development, 7 (5), pp. 379--392.
  • Sherris A. 2008. Integrated Content and Language Instruction. In C.f. A. Linguistics (Ed.). Washington DC: Centre for Applied Linguistics
  • Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students.. Washington: National Clearinghouse for Bilingual Education.
  • Warriner, D. S. (2007). Language Learning and the Politics of Belonging: Sudanese Women Refugees Becoming and Being “American.” Anthropology & Education Quarterly, 38(4), 343–359.
  • Windle, J. and Miller, J. 2012. ‘Approaches to teaching low literacy refugee-background students’, Australian Journal of Language and Literacy, 35(3), pp. 317-333. 
  • Woods, A. 2009. Learning to be literate: Issues of pedagogy for recently arrived refugee youth in Australia. Critical Inquiry in Language Studies, 6 (1-2), pp. 81–101.

Back to top ...