A Suggested Model for Teaching EFL to Syrian Refugee Learners in Egypt

Abstract

Syrian refugee learners are allowed to join Egyptian governmental schools. However, some Egyptian teachers cannot meet Syrian refugee learners’ needs. Most of the teachers are unaware of refugee responsive teaching competencies (RRTCs). Accordingly, the present study attempted to identify Syrian refugee learners’ needs and refugee responsive teaching competencies to suggest a refugee responsive teaching competencies model (RRTCM). The study utilized a pre-post one-group design. The study recruited (n=76) EFL student teachers from October 6 University, (n=21) Syrian refugee learners, and 64 in-service teachers of refugees. For data collection, a refugee learners’ needs assessment questionnaire and a refugee responsive teaching competencies knowledge test (RRTCKT) were developed. Findings revealed that the Syrian refugee learners identified 21 needs involving safety, social, cultural, psychological, personal, and educational needs. The suggested refugee responsive teaching model was effective in developing EFL student teachers’ RRTCs knowledge.