Date of Award

Fall 2019

Document Type

Thesis

Department

English

College

College of Arts and Media

Primary Advisor

Dr. Annette Graves

Abstract

As the number of refugee students increase each year, many language teachers find themselves uninformed and ill-equipped to effectively engage refugee students in the classroom. Thus, through a survey and synthesis of the current body of research, the following literature review seeks to present the specific needs of refugee students and suggest practical ways in which language teachers can effectively meet those needs and engage refugees in the language classroom. The findings suggest that though the pre-migration, trans-migration, and post-migration experiences present numerous physical, emotional, behavioral, cultural, social, and academic challenges to refugee students in the classroom, teachers can combat these obstacles and empower students by becoming a willing listener, establishing trusting relationships with students, creating a safe classroom environment, enlisting the help and support of the community, and equipping students with practical and relevant instruction in the classroom. Such an approach will not only contribute to the healthy establishment of refugee students in the host country, but will also equip them with the tools they need to achieve their high ambitions.

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