Embed grammar and vocabulary in situations refugees will encounter, and design instruction that acknowledges age¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The digest recommends basing teaching on needs analyses and learner consultation, since when "grammar and vocabulary areembedded in the situations refugees will encounter" learners come to class and risk using the language outside it. Environmentally, it advises listening and viewing components, good lighting, minimal noise, collaborative comprehension-focused activities, and avoiding fast-paced drills, extensive pronunciation correction and competition.

Design Implications¶

Context¶

Requirements¶

• Needs analyses of the target populations in a given community should be carried out, and adult learners should be consulted about what they want to learn.

Constraints¶

• Class activities which include large amountsof oral repetition or fast-paced drills, extensivepronunciation correction, or competitive exerciseswill inhibit the older refugee's active participation.

Target Learners¶

• elderly refugees in adult ESL classes

Target Learning Goals¶

• practical English for specific purposes learners deem important

Related Strategies¶

• Increase dialogue between aging and refugee service organizations and address depression in elderly refugees
• Favor learning strategies that rely on long-term memory and integrate new material with existing cognitive structures
• Adapt practice activities to learners' age, cultural background, and aptitudes

Examples¶

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Key Sources¶

• Grognet, Allene Guss. (1997). Elderly Refugees and Language Learning. Center for Applied Linguistics. https://eric.ed.gov/?id=ED416721