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|a HCDD
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|a Language, teaching, and pedagogy for refugee education /
|c edited by Enakshi Sengupta, Patrick Blessinger.
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| 250 |
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|a First edition.
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| 264 |
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|a Bingley, UK :
|b Emerald Publishing,
|c 2019.
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| 264 |
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|c ©2019
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| 300 |
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|a 1 online resource (viii, 219 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Innovations in higher education teaching and learning ;
|v v. 15
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| 500 |
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|a Created in partnership with the International Higher Education Teaching and Learning Association.
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| 504 |
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|a Includes bibliographical references and index.
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| 520 |
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|a This volume is focused on the core areas of imparting education to the refugee population and highlights the recent developments intended to meet an urgent need: that of the refugees who have no or very little previous schooling and who are in need of both language learning and furthering their studies for higher education. This book is designed to provide recognition to those who are working relentlessly towards imparting education to vulnerable people and giving them the tools they need to help withstand and recover from the effects of conflict and displacement. The chapters in this book speaks about some exemplary work done by individuals and institutions from Africa to Germany.
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|a Intro; Contents; LIST OF CONTRIBUTORS; PART I: SEEKING HIGHER EDUCATION; Introduction to Language, Teaching, and Pedagogy for Refugee Education; Introduction; The Current Scenario; Educational Access; Language Learning; Chapter Overviews; Conclusion; References; Chapter 1: Asylum-Seeking Students' Experience of Higher Education in the UK; Introduction; The Research Participants; Researcher Involvement; The Findings -- "What Does Attending A University Mean to Me"?; Conclusion; References
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| 505 |
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|a Chapter 2: Conceptualizing Higher Education Aspirations Formation Among Marginalized Migrant Youth in Johannesburg, South Africa; Introduction; Contextual Orientation; Educational Policy Landscape; Capabilities, Educational Aspirations, and Marginalized Migrants; Four Types of Aspirations; Resigned Aspirations; Powerful Aspirations; Persistent Aspirations; Frustrated Aspirations; Understanding Educational Aspirations Formation from a Disadvantage Perspective; What Does This Mean for Human Development?; Conclusion; References
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| 505 |
8 |
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|a Chapter 3: Occupation-Based Didactic Model for English Language Teaching to Refugees to Improve their Sustainability and Social Integration; Introduction; Teaching English for Occupational Purposes; The Communicative Approach to Language Teaching; Pedagogical Theories that Support the Occupation-Based Didactic Model for English Language Teaching to Refugees; Previous Studies; Methods; Results of the Educative Investigation; Occupation-Based Didactic Model to Teach English to Refugees; Didactic Materials; Didactic Principles; Didactic Laws
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|a METHODOLOGY TO TEACH OCCUPATION-BASED ENGLISH TO REFUGEES; Stage I; Stage II; Stage III; Stage IV; Conclusions; References; Chapter 4: Post-Secondary Education and the Full Integration of Government-Assisted Refugees in Canada: A Direction for Program Innovation; Economic and Cultural Integration of Government-Assisted Refugees in Canada; The Juxtaposition of Canada's Integration Goals and Humanitarian Admission Policy; Post-Secondary Institutions as the Integration Catalyst for Resettled Refugees and Host Communities; Identifying the Post-Secondary Access Challenges Faced by Karen GARs
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| 505 |
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|a Facilitating Economic and Cultural Integration: Leveraging the Potential of Young GARs; Developing Economic Integration Capacity; Preserving Cultural Assets; Identifying the Critical Challenges to Full GAR Integration; Building Higher Education Culture; Barriers to Cultural Integration; The Weight of Family and Refugee Community Responsibility; Recommendations Empowering Pre-Teen GAR Arrivals; Support for a Pathway Approach; Conclusion; References; Chapter 5: Literacy Instruction Without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings; Introduction
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|a Print version record.
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| 650 |
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|a Refugees
|x Education (Higher)
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| 650 |
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|a Language and languages
|x Study and teaching.
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| 650 |
|
7 |
|a Refugees & political asylum.
|2 bicssc
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| 650 |
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|a EDUCATION
|x Higher.
|2 bisacsh
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| 650 |
|
7 |
|a Language and languages
|x Study and teaching
|2 fast
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| 700 |
1 |
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|a Sengupta, Enakshi,
|e editor.
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| 700 |
1 |
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|a Blessinger, Patrick,
|e editor.
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| 710 |
2 |
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|a International Higher Education Teaching and Learning Association.
|
| 758 |
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|i has work:
|a Language, teaching, and pedagogy for refugee education (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGCyCxKfHT39QQxqTk7g83
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|t Language, teaching, and pedagogy for refugee education.
|b First edition.
|d Bingley, UK : Emerald Publishing, 2019
|z 1787148009
|z 9781787148000
|w (OCoLC)1051069060
|
| 830 |
|
0 |
|a Innovations in higher education teaching and learning ;
|v v. 15.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=5625412
|y Click for online access
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|a EBC-AC
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