Abstract
The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District’s growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences.
Keywords
English language learners, teacher-student connections, peer acceptance, learning environment, student experience, elementary education
DOI
10.5038/2577-509X.4.1.1025
Recommended Citation
Shahbazi, S., Palazzolo, A., & Salinitri, G. (2020). Breaking silence: The voices of Syrian refugee children in the Canadian classroom. Journal of Global Education and Research, 4(1), 33-47. https://www.doi.org/10.5038/2577-509X.4.1.1025
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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