Bojovi, Z. (2016). Teaching the Children of Migrants and Refugees.

Ars & Humanitas, 10(2),

149-160. doi:10.4312/ah.10.2.149-160
This journal is primarily about the author enforcing Willkommensklasse into her
classroom in Berlin, Germany. This is basically a classroom that is filled with refugee and
immigrant students who do not speak any German whatsoever, and this class serves as a place where
students are instructed in German that will improve their language skills enough to where they are able to
participate in regular classes. This journal definitely applies to my field and interests because I plan to
teach in a classroom where I am expected to make sure all of my students learn English language skills.
Being an international teacher is primarily about overcoming language barriers and improving
students language skills, so by learning about Willkommensklasse, I can learn a new way of
teaching English to my future students.

Dryden-Peterson, S. (2016). Refugee Education in Countries of First Asylum: Breaking Open the
Black Box of Pre-Resettlement Experiences. Theory and Research in Education, 14,
131-148. Retrieved March 19, 2017, from http://eds.b.ebscohost.com/eds/detail/detail?
sid=cb303b3c-3f6a-4b0f-8b03-
3d777ecdd1f4%40sessionmgr104&vid=0&hid=120&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmws
Y3BpZCx1aWQmY3VzdGlkPXM4ODYzMTM3JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d
%3d#AN=EJ1107348&db=eric
This article is very relevant to my field of study and my interests because it is primarily
about research conducted on where refugee students are first pre-resettled and their schooling
experiences in these first countries of asylum, and then discusses the students post-resettlement
countries and the educational opportunities they receive in these later countries of asylum. This
goes deep into the backgrounds of many refugee children, which is important to understand as a
teacher, because knowing where your students are coming from, what they have experienced, and
the baggage they are carrying with them into the classroom is just as important as giving them
new experiences and new learning opportunities. Teachers need to know who their students are
and what their students know and/or do not know in order to teach them in a way that
positively promotes their learning so that they can learn as much as possible.

Fleck, R. (2016). In Two Maine Towns, Schools Address The Mental Health Of Refugee
Children. Health Affairs, 35(6), 1136-1140. doi:10.1377/HLTHAFF.2014.1413
This article covered quite a few topics in a very short amount of time. The author of this
article is, however, extremely knowledgeable in teaching English as a second language to refugee
and immigrant students because he has taught for over twenty seven years. This article discusses
some of his teaching strategies in the classroom. It also talks about the mentality many students
have when coming into his classroom as refugees, which is interesting to learn about because
knowing how students are thinking or feeling, especially after facing what they have faced with
running from their home countries, is extremely important when it comes to aiding and
progressing their learning.

Frimberger, K. (2016). Towards a well-being focussed language pedagogy: enabling arts-based,

multilingual learning spaces for young people with refugee backgrounds. Pedagogy,
Culture & Society, 24(2), 285-299. doi:10.1080/14681366.2016.1155639
 This article was really interesting because it talked about first hand experiences by both
visitors/participants and students running the event of the Language Fest in Glasgow, Scotland.
This event is centered around celebrating the many different languages spoken in this area,
and college students are able to set up booths in this festival to teach visitors about their language.
One example is that of a man attempting to learn a Chinese childrens song from a Chinese
college student and realizing the difficulty involved in learning a new language. This article also
talks about ways to incorporate the arts, such as music and singing, to help aid in the second
language learning process. This was applicable to my studies because I was able to learn new
ways of teaching English as a second language in my future classroom.

Gahungu, A., Gahungu, O., & Luseno, F. (2011). Educating Culturally Displaced Students with
Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges
for Administrators, Teachers, and Counselors. The Connexions Project, 1-19. Retrieved
April 7, 2017, from http://files.eric.ed.gov/fulltext/EJ973832.pdf
I really enjoyed this article. Its main focus is on SLIFE (students with limited or
interrupted formal education) and their assimilation into the American society and educational
system. In the majority of cases, these children skip a large amount of grades (ex. a student who
may have had schooling up until the 5th grade is put into the 9th grade when placed in the
American education system). This means that on top of being in a new country with new customs,
language, dress, even in some cases concepts of time, etc... the student is then expected to
participate in and understand schooling in which they have little to no prior experience. I think
this article has helped me to understand a little bit more of what the children of North Korean
refugees face and will hopefully aid me during our Study Abroad program.

Hayes, S. W. (2016). Educational Considerations for Refugee And Migrant Children in the
United States. Journal of Peacebuilding & Development, 11(3), 120-125.
doi:10.1080/15423166.2016.1222593
This article is another that talks about the statistics of refugee children settling in the
United States, but also brings in personal accounts of people that have gone through being a
refugee put into the American education system. The same struggles discussed in other articles
are equally relevant within this one, but this article also made a point of discussing how the
relationship between the refugee student and their teacher(s) affected their learning and level of
interest in school as a whole. If they were not made to feel welcome or comfortable by their new
teacher(s) or if they were not able to feel as if they were in an environment that accepted them,
they were much more likely to fail or drop out of the school system. This article shows relevance
not only to the experiences we will have abroad, but also to my future classroom(s) because it re-
emphasizes the importance of creating a classroom community that is welcoming and accepting
of all students so that all students are able to learn to the best of their abilities.

Kirova, A. (2010). Children's Representations of Cultural Scripts in Play: Facilitating Transition

from Home to Preschool in an Intercultural Early Learning Program for Refugee
Children. Diaspora, Indigenous, and Minority Education, 4, 74-91. Retrieved March 19,
2017, from http://www.informaworld.com/openurl?
genre=article&id=doi:10.1080/15595691003635765
 This article reminded me a lot of a class I took last semester where we learned about the
different types of play and how these types of play impact childrens learning. This article
discussed in great detail how play could be the major factor in the classroom to help refugee and
immigrant students transition from being at home to being in a school environment, and not only
need to adjust to life away from their family, but adjust to being away from their family in an
entirely new country. I think that play is a great way to help involve students in their learning
because, for refugee and immigrant students that do not know their new countrys language, this
can be a great way to incorporate learning the language, and, while playing, students feel more
comfortable and safe in their environment; being relaxed and at ease in the environment is a large
part of being able to learn and absorb new information. Also, at the age of children this article
focuses on, play is a huge part of their development anyway and should be incorporated into their
class.

Kovinthan, T. (2016). Learning and Teaching with Loss: Meeting the Needs of Refugee Children
through Narrative Inquiry. Diaspora, Indigenous, and Minority Education, 10, 141-155.
Retrieved March 19, 2017, from
http://eds.b.ebscohost.com/eds/detail/detail?sid=f39b6cf4-441c-4640-ae2a-52b449015bdc
%40sessionmgr103&vid=0&hid=120&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsY3BpZCx1aW
QmY3VzdGlkPXM4ODYzMTM3JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d
%3d#AN=EJ1103080&db=eric
This journal uses a real life experience between a new teacher and her refugee student. It
documents their experiences with one another, and goes in depth with the challenges, methods,
strategies, perspectives, and changing/progressing teaching process of the new teacher as she
finds ways to run her classroom that accommodates her new refugee student. This article briefly
touches on the perspectives of other teachers and their viewpoints on receiving refugee students
into their own classrooms. This journal is relevant and useful to my field of study, and therefore
my interests, because I plan on teaching English internationally. By learning new methods or
concepts from teachers experiencing refugee students in their classrooms, I am gaining insight on
how I could possibly run my own classroom in the future.

Kupzyk, S. S., Banks, B. M., & Chadwell, M. R. (2015). Collaborating with Refugee Families to
Increase Early Literacy Opportunities: a Pilot Investigation. Contemporary School
Psychology, 20(3), 205-217. doi:10.1007/s40688-015-0074-6
Instead of introducing and discussing the problems associated with bringing refugee
children into the American education system, this article goes further by discussing a pilot study
that was performed to identify the effectiveness and acceptability of an early literacy program
focusing on the refugee students. This article was very interesting because the program they
began implementing included a lot of local community involvement and had parent input on how
the program was progressively helping students in the school system. The article goes on to talk
about how one of the biggest challenges faced by refugee students is the language barrier, which
is then attacked head on through the inclusion of the early literacy program thereby increasing the
ability of the refugee students to succeed in school. This article was fascinating to me because, as
someone who wants to pursue teaching English as a second language, this reiterated the
importance of teaching English effectively to students.
Nio Santisteban, L. (2014). The Effects of Differentiated Instruction on the Literacy Process of
Learners with Interrupted Schooling. GIST Education and Learning Research Journal,
31-49. Retrieved March 19, 2017, from http://eds.b.ebscohost.com/eds/detail/detail?
sid=2d01f2f7-84a9-4cd8-975c-437187a6f1dc
%40sessionmgr120&vid=0&hid=120&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsY3BpZCx1aW
QmY3VzdGlkPXM4ODYzMTM3JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d
%3d#AN=EJ1062662&db=eric
This journal focuses on research conducted on 15 students, all of differing ages,
backgrounds, experiences, home lives, learning levels, etc in Columbia. The main focus is on
how to differentiate teaching to accommodate students who are so drastically different from one
another. In particular class, the students were being taught how to read, write, and speak the
English language, which is applicable to my studies and interests because of wanting to teach
English as a second language internationally. Learning about these students and the different
teaching strategies used to aid these students in their learning is very relevant to what I want to do
in the future. Learning about how to differentiate my English lessons is also very helpful.

Prior, M. A., & Niesz, T. (2013). Refugee Childrens Adaptation to American Early Childhood
Classrooms: A Narrative Inquiry. The Qualitative Report, 18(39), 1-17. Retrieved April
7, 2017, from http://files.eric.ed.gov/fulltext/EJ1005516.pdf
In this article, three refugee families were interviewed about their arrival and introduction
to the American education system, and then were re-interviewed throughout their adjustment to
track their progress, thoughts, and opinions of living as refugees in a new country. This article
was interesting because the focus was not only on the children of the refugee families and their
challenges within the school system, but instead focused on the family as a whole. This way the
reader was able to get the perspectives of everyone involved and see many different sides of the
situation the family faced, such as how the students felt while adjusting to the school or how the
parents felt not only adjusting to life in a new country themselves but also how they felt as they
watched and tried to help their children adjust to the new school environment. This brought an
added realism to the topic and again helped me to better understand the issues currently being
faced by the North Korean refugee families, which will hopefully aid me while working with
them when we are abroad.

Rubinstein-Avila, E. (2016). Immigration and Education: What Should K-12 Teachers, School
Administrators, and Staff Know? The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 90(1), 12-17. doi:10.1080/00098655.2016.1234817
This article was slightly different from some of the others because its focus is on the
perspectives educators facing the challenge of having refugee students within their own
classrooms. At first the article goes over the specific terms, process, and issues refugees endure
when entering the US, but the rest of the article is dedicated to explaining why educators need to
be made aware of this important information and need to be taught how to handle students with
this particular background instead of just running in blind, which, if done blindly can be
detrimental to the well-being and education of the refugee student(s). By training teachers on how
best to teach their refugee students, this also helps alleviate the fear and misunderstandings
 teachers may have on this subject. When the teachers are better prepared, they are more willing
and able to handle the added challenges, and the students are able to benefit the most with their
education.

Woodrow, N., Bundy, P., & Dunn, J. (2012). Combining Drama Pedagogy with Digital
Technologies to Support the Language Learning Needs of Newly Arrived Refugee
Children: A Classroom Case Study. Research in Drama Education, 17, 477-479.
Retrieved March 19, 2017, from
http://www.tandfonline.com/doi/abs/10.1080/13569783.2012.727622
This journal was amazing to read because it integrated ideas on how to teach refugee or
immigrant students that I would have never thought of to use in my classroom. It basically
discusses different ways to incorporate a combination of technology and drama into the
curriculum to allow refugee or immigrant students a creative and fun outlet of learning new
material, primarily language. By having children work together to perform a story, students are
able to use their imagination, relate to the story they decide to act out, create their own characters,
work with the language of the country they are now living in, build a classroom community and
new relationships, and have fun as they learn. This would be great to apply to my future
classroom as a way for my students to actively engage with the English language while enjoying
their learning.

Zeynep, I. (2012). In Pursuit of a New Perspective in the Education of Children of the Refugees:
Advocacy for the "Family". Educational Sciences: Theory and Practice, 12, 3025-3038.
Retrieved April 7, 2017, from http://eds.b.ebscohost.com/ehost/pdfviewer/pdfviewer?
sid=8b7bad89-cf16-415e-8491-661dbce5771a%40sessionmgr104&vid=1&hid=127
While refugee students are the ones directly facing the challenges of integration into a
new school system, parents of the refugee students and being indirectly faced with just as many
challenges as their children; in most cases parents want to help their children succeed and grow in
the new system, but are just as uneducated about how the system words as their children. Parent
involvement and educating parents on how they can best help their children adjust is extremely
important for both parent and child. This article talks about ways to get the refugee families as
wholes involved in the schools and how to best help parents help their kids. Some of the ways the
article focuses on this topic is advocacy for bilingualism, advocacy for family presence in the
school, support for community based academic learning, and support for cultural responsiveness
to the family goals for child growth.