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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.

DOI

10.5038/2577-509X.4.1.1025

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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