Australian Journal of Adult Learning - Volume 64 - Beyond language barriers - One educator's tale of nurturing critical literacy for academic success in refugee-background adult learners

Oct 15, 2026

Uploaded by Elsa

Australian Journal of Adult Learning Volume 64, Number 3 (November 2024) presents a practice story about teaching critical literacy to refugee-background adult learners enrolled in an academic English program. It explains how critical literacy helps learners decode text while analyzing power relations, assumptions, and belonging. Using the experiences of teacher Grace and her students in the Preparation for Social Action (PSA) program, the narrative argues that existing support systems fail to bridge educational gaps, limiting engagement and academic progress. The discussion calls for policymakers to ensure literacy supports broader social and political participation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Barriers to tertiary education and English literacy

Role of critical literacy and belonging

Practice story framework

Grace’s classroom approach and pseudonyms

PSA program alignment with Freirean education

Australian Journal of Adult Learning Volume 64, Number 3, November 2024 Beyond language barriers: One educator's tale of nurturing critical literacy for academic success in refugee-background adult learners Anneleis Humphries Catherine Smith Julie Choi University of Melbourne Young people from refugee backgrounds in Australia face numerous barriers to successful tertiary education. One key challenge is developing critical literacy skills beyond basic language proficiency. Critical literacy empowers students to understand power relations, critique underlying assumptions and explore issues of belonging – factors crucial for personal and academic thriving. This practice story outlines one teacher’s attempt to empower her students with critical literacy while teaching English as an additional language in an academic English program. Students in this program are ina challenging position. They have passed through the free service to help eligible migrants and humanitarian entrants improve their English language skills and settle into Australia (Australian Migrant English Program [AMEP]). However, their English language skills are still below the level of English required in most workplaces and tertiary courses. In this story, students are engaged in the Preparation for Social Action [PSA] program which is supplementary to their 468 Anneleis Humphries, Catherine Smith and Julie Choi core English language curriculum. PSA aligns with a Freirean education model and aims to empower students to contribute to social transformation (Freire, 2000). Through the experiences of teacher, Grace, and her students, it becomes clear that the current Australian system of supports for English language is failing these students of refugee background-literally and figuratively. The current system of supports is not equipped to bridge the gaps these students have in their education journey. The story of their experiences suggests that the pressure of family and community expectations for high achievement can undermine engagement in exercises in critical thinking and create a resistance to less familiar, less teacher-centred learning. The students give priority to academic outcomes in graded assessments over opportunities for practicing fluency and the pressures of“passing”supersede the imperatives of learning. At the end of the program, many of the students do not reach the requirements to pass the subject. Through the following story, insights into challenges and successes give examples of the promises this program fails to deliver. In discussion, we highlight the need for educational policymakers andinstitutions to ensure that literacy goes beyond basic reading and writing skills to achieve aspirations for education, as well as active social and political lives as informed, active citizens. We suggest that offering critical literacy, particularly for students with gaps in their education, promotes students’ critical engagement with their sociocultural environment and empowers them to contribute to individual and collective transformation. Keywords: refugee-background learners, critical literacy Introduction In Australia, young people from refugee backgrounds face a multitude of barriers on their educational journeys, particularly when aspiring to enter tertiary or post-compulsory education. One of the most significant barriers is English literacy (Correa-Velez et al., 2010). Basic proficiency in reading and writing in English is often inadequate for academic success at the tertiary level. Language proficiency in a host country's language is crucial for enabling individuals with refugee experiences to Beyond language barriers: One educator's tale of nurturing critical literacy for academic success in 469 refugee-background adult learners effectively navigate public institutions, actively participate in democratic processes, and engage in civic activities, thereby facilitating their comprehensive integration into the host country'

FAQs

What problem does the practice story focus on for refugee-background adult learners?

It focuses on barriers to successful tertiary education, especially the challenge of developing critical literacy beyond basic English language proficiency.

How does critical literacy support learners according to the document?

It enables learners to decode text and also understand power dynamics, critique underlying assumptions, and explore themes of belonging and inclusion.

What is the Preparation for Social Action (PSA) program in this story?

PSA is a supplementary program aligned with Paulo Freire’s educational philosophy, designed to improve language skills while encouraging critical thinking and social transformation.

Oct 15, 2026

Uploaded by Elsa