Classroom Management Strategies To Address The Needs Of Sudanese Refugee Learners

"Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673) examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. The researchers found that while teachers met the needs of these learners insofar as they coincided with those of other refugee groups, the highly oral language culture of these learners appeared not to have been accounted for in teaching strategies. This document supports the research report with advice to teachers categorized by six factors: (1) Community engagement and ownership; (2) Learners' identities, cultures, knowledge and values; (3) Flexibility in course design, content and delivery; (4) Quality staff and committed advocacy; (5) Learner support services; and (6) True partnerships which help to achieve sustainable funding. Includes an annotated list of resources for teachers. (Contains 4 tables.) [This work was funded by the Australian Department of Education, Science and Training.].

This study examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. While teachers met the needs of these learners insofar as they coincided with those of other refugee groups, the highly oral language culture of these learners appeared not to have been accounted for in teaching strategies. Recommendations include greater flexibility in program content, outcomes and delivery.

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