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

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

• 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.

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.