Challenges, chances and a café: connecting with refugee English language learners

Authors

  • Susan Stetson-Tiligadas Deree - The American College of Greece https://orcid.org/0000-0002-6055-6727
  • Jane Mandalios Deree - The American College of Greece

DOI:

https://doi.org/10.47408/jldhe.vi22.787

Keywords:

Covid-19, refugee education, synchronous learning

References

Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A. (2020) ‘The difference between emergency remote teaching and online learning’, EDUCAUSE Review, 27 March. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed: 28 July 2020).

Jones, M. and Bridges, R. (2016) ‘Equity, access, and the digital divide in learning technologies: historical antecedents, current issues, and future trends’, in Rushby, N. and Surry, D. (eds.) The Wiley handbook of learning technology. Chichester: Wiley Blackwell, pp.330-334.

Robinson, P. (2009) ‘Syllabus design’, in Long, M. and Doughty, C. (eds.) Handbook of language teaching. Malden, MA: Wiley Blackwell, pp.294-310.

Smyser, H. (2019) ‘Adaptation of conventional technologies with refugee language learners: an overview of possibilities’, in Sengupta, E. and Blessinger, P. (eds.) Language, teaching, and pedagogy for refugee education. Bingley: Emerald Publishing Limited, pp.125-139.

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Published

2021-10-27

How to Cite

Stetson-Tiligadas, S. and Mandalios, J. (2021) “Challenges, chances and a café: connecting with refugee English language learners”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.787.