Second Language Teaching with Refugees: Educational Experiences and Welcoming Environments

Abstract

This qualitative research aims to gain a deeper understanding of the relationship between previous schooling experiences and second language learning among a group of adult refugees and asylum seekers. Refugees and asylum seekers present unique challenges to educators in host countries. Issues related to forced migration, low literacy levels, cultural estrangement are among the many challenges encountered (Shapiro et al., 2019). These multiple small case studies were conducted at a school in Northern Italy. The paper examines the refugees' educational histories and explores how humanizing teaching practices can facilitate both teaching and learning (Freire, 1970/2018; Pasquarella et al., 2022). Through one-on-one interviews and a focus group, the authors found that the refugees’ educational backgrounds were markedly different. The analysis reveals that previous schooling experiences and challenging living conditions shaped the refugees' attitudes toward education. Despite these challenges, participants affirmed that the humanistic approach adopted by the teachers was effective in alleviating the anxieties and fears about language learning of many refugees, helping to bridge an important gap in language teaching across cultures.