Adult immigrants bring rich experiences to the English as a Second Language (ESL) literacy classroom, and these experiences, which are often fraught with emotion, can influence how they participate in the learning process. In community-based classrooms, where teachers typically have the flexibility to create their own curriculum, there are many opportunities to develop innovative ways to harness students’ emotions and promote student participation. One adult ESL literacy class, offered through an organization on the Lower East Side of Manhattan, takes an approach that offers students a variety of leadership roles. Findings from this study show that a teacher’s consistent encouragement of students permeated throughout the classroom; when a student took on a leadership role, she, too, became an encouraging force, not only because of the mentoring she received, but also as the result of complicated experiences beyond the classroom context.
Unaccompanied Refugee Minors: A Systematic Review of Psychological Interventions / Unbegleitete minderjährige Flüchtlinge: Eine systematische Übersicht über psychologische Interventionen. Kindheit und Entwicklung
In 2014, 34,300 applications for asylum were placed by unaccompanied refugee minors in 82 countries. Unaccompanied refugee minors are at a very high risk for psychological disorders, since the absence of a parent is associated with developmental risks that are further increased owing to experiences made while on flight. Given the current refugee situation in…