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Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults

Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults

Raichle Farrelly, Iuliia Fakhrutdinova
Copyright: © 2021 |Pages: 28
ISBN13: 9781799885986|ISBN10: 1799885984|EISBN13: 9781799887348
DOI: 10.4018/978-1-7998-8598-6.ch067
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MLA

Farrelly, Raichle, and Iuliia Fakhrutdinova. "Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults." Research Anthology on Adult Education and the Development of Lifelong Learners, edited by Information Resources Management Association, IGI Global, 2021, pp. 1342-1369. https://doi.org/10.4018/978-1-7998-8598-6.ch067

APA

Farrelly, R. & Fakhrutdinova, I. (2021). Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults. In I. Management Association (Ed.), Research Anthology on Adult Education and the Development of Lifelong Learners (pp. 1342-1369). IGI Global. https://doi.org/10.4018/978-1-7998-8598-6.ch067

Chicago

Farrelly, Raichle, and Iuliia Fakhrutdinova. "Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults." In Research Anthology on Adult Education and the Development of Lifelong Learners, edited by Information Resources Management Association, 1342-1369. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8598-6.ch067

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Abstract

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

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