Planning English Lessons for Refugee-background Students

DOI

10.2991/assehr.k.211120.012How to use a DOI?

Keywords

EAL students; lesson plan; refugee-background students; English teaching

Abstract

This study illustrates how instructors in secondary school training programs prepare courses for English as an Additional Language (EAL) pupils from refugee backgrounds, the major planning problems that instructors encounter, as well as methods used to deal with them. It shows that there is a significant disparity between the lesson plan and teacher development training pedagogies, which is owing to instructors’ dependence on the intuitive knowledge accumulated from interacting with students in multiple learning environments, as well as their own different backgrounds. Considering the significance of good pedagogical planning, it concludes with areas for future improvement in teacher learning and training.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Jiaji Zhang
PY  - 2021
DA  - 2021/11/29
TI  - Planning English Lessons for Refugee-background Students
BT  - Proceedings of the 2021 3rd International Conference on Literature, Art and Human Development (ICLAHD 2021)
PB  - Atlantis Press
SP  - 68
EP  - 71
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211120.012
DO  - 10.2991/assehr.k.211120.012
ID  - Zhang2021
ER  -