Abstract
In this contribution, the potential of intercultural approaches to education and in particular the role of heritage language teachers is explored. Using data from a study dealing with the consideration of cultural diversity in educational contexts, the actions of these teachers will be analyzed and put into perspective with the needs of refugee students and their parents identified in the international literature. The results obtained after analysis of the semi-directive interviews are put into a theoretical perspective using the acculturation strategies model developed by Berry and the linguistic interdependence theory. This exploratory study shows the pedagogical potential of HL teachers regarding refugee and migrant pupils' integration; it also shows how intercultural approaches can be a relevant and powerful resource in this field. Nevertheless, this study has several limitations and thus needs to be considered as exploratory; further research needs to be conducted in this field.
TopBackground
While many refugees are fleeing their own country to seek protection and better life conditions, many others are already trying to resettle in another country. Neither of these two steps is an easy process and both demand much resilience and strength. Among these people, many children are discovering a new environment, a new culture and, last but not least, a new school. On the other hand, teachers in resettlement countries find themselves confronted with a new profile of students. Their teaching skills are challenged by the diversity of refugee children’s school experiences, literacy skills and so on.
Key Terms in this Chapter
Refugee: A refugee is a person forced to flee his or her own country because of fear of persecution, or fear of danger to his or her life. The 1951 Refugee Convention is the official text that defines a refugee.
Migration: Travel from a country of origin to another one. There are many different forms of migration. Migrations can be motivated by economic needs, can be forced, related to work activities or studies. Refugees are mostly associated with forced migrations.
Acculturation: Acculturation is the process resulting from the interaction between groups or individuals from different cultures. For more explanation on acculturation, read Berry (2017) .
Intercultural Relations: Intercultural relations are relations between groups or individuals from different cultures. These relations can be characterized by the acknowledgment of different world visions or by the ignorance of them. Recognizing other ways of understanding the world and life, as well as the capacity to develop a decentered attitude (to put oneself in someone else’s shoes) might be helpful in order to develop positive intercultural relations.
Integration: Integration is one of the acculturation strategies defined by Berry (2003, quoted by Berry, 2017 ).
Heritage-Language: The heritage-language is the language that is used in the country of origin. It can be the language used by migrant parents and their children. It is not necessary to have lived in another country to speak a heritage language.