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1. translanguaging…. Intentional use of instructional strategies that integrate two or more languages

1. Embraces students’ multilingualism and gives space to their home language

1. Creates an easier transition for students

2. Their assets are being recognised

1. The effectiveness of the translanguaging instruction

1. challenge existing ideologies

2. Tailoring instruction

3. collaborating with parents / taking advantage of resources

1. develop strong relationships with students

4. Try to erase power imbalance

1. Creating a safe and Inclusive environment

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12.4.6 - Giving and Receiving - Angela, Natalie, Tiffany and Karen 

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12.4.6 - Giving and Receiving - Angela, Natalie, Tiffany and Karen 

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What is it?

Give Ss opportunities to apply what they learned in the classroom and into the community - to practice/model their citizen

How does it support children and youth of refugee backgrounds?

community service related to cultures, passions, interests? - based on prior knowledge

to make a connection and take up/create space of belonging + find space of belonging

opportunity to learn new skills and build compassion

What teacher needs to know and ways they can take action?

get to know your students, their parents/guardians - through observations

you yourself go explore resources around you to inform your own knowledge and your students

find what supports are given to you to help students

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12.4.4 Arts-based programming, identity focused pedagogies (Nicole, Rasika, Yiwei, Leanne, Julie) 

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12.4.4 Arts-based programming, identity focused pedagogies (Nicole, Rasika, Yiwei, Leanne, Julie) 

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1. What is it?

Give students the opportunity a different voice to tell their stories through arts. Stories of premigration, migration, and experience of living in the new environment.

2. How does it support children and youth of refugee backgrounds?

1. Acknowledge their experience through their lens, valuing their vulnerability. Art represents their experience not through words, but through emotions, images, artistic ideas...

3. What teachers need to know and ways they can take action to support students?

1. Teachers need to understand how isolating it could be for newcomer students. Even if the same students come from the same place they could have drastically different experiences. Acknowledge their difference, and encourage them to explore their identity. Be mindful not to retraumatize, not to stereotype, observe from individual experiences.

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12.4.7 School - communities connections  -Nathan, Lakshmi, Gaby, Torres, Neha 

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12.4.7 School - communities connections  -Nathan, Lakshmi, Gaby, Torres, Neha 

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1. What is it?

a. The important role of local settlement organizations in urban settings in connecting schools and the community to support newcomers and students from refugee backgrounds in Canada.

2. Helps build a sense of community using local resources with a focus on practices to elevate the diverse assets and identities of newcomers. This can help create a sense of belonging to refugee students who are settling into a new country.

3. RAISED

1. Reveal culture

2. Acknowledge pre-migration experiences

3. Identify post-migration systemic barriers

4. Support family and community strengths

5. Establish connections between environments

6. Determine child outcomes together with families

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12.4.11: Teacher Education and Professional Development - Niamh, Josephina, Jacky & Serena

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12.4.11: Teacher Education and Professional Development - Niamh, Josephina, Jacky & Serena

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What is it?: Ministries of education are recognizing how important it is for preservice teachers to become prepared to meet the needs of diverse learners, so they are mandating courses that address the needs of English language learners.

How does it support children and youth of refugee backgrounds?: These courses will provide preservice teachers with practical skills to become better equipped to support English language learners. Many preservice teachers have stated that their teacher education programs do not provide enough time or opportunities to work with English language learners.

What teachers need to know and ways they can take action: Teachers must seek out available resources that help them better support English language learners. Some examples are Manitoba's Building Hope: Refugee Learner Narratives which focuses on migration trajectories of students of refugee backgrounds and Gagné et al.'s guide to me-mapping pedagogy which helps teachers learn about students through an intersectional lens.

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12.4.5 Caring (Jenna, Hsinyu, Robert, Nadine, Renia)

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12.4.5 Caring (Jenna, Hsinyu, Robert, Nadine, Renia)

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1. What is it? Using holistic caring as a central emotional response to identify students of refugee backgrounds needs and how to meet those needs.

2. How does it support children and youth of refugee background? It supports the trauma that students from refugee backgrounds may bring with them into the classroom. It allows teachers to develop meaningful relationships with these students to understand them and how they can support their needs.

3. What teachers need to know and ways they can take action to support students? Implement restorative justice pedagogy, actively work to ensure the well-being of our students from a day-to-day basis, and clear communication to better understand the experiences of the student