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LAL refugee students face during distance learning in 2020?","Question",{"text":63,"@type":64},"Students faced difficulties due to lack of intensive programming and direct teacher instruction, limited technological skills, and communication barriers, which made remote learning less ideal for their needs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the school team support instruction through an online platform?",{"text":68,"@type":64},"Teachers used TEAMS to provide a class page with daily messages, scaffolded lessons, and audio/visual supports in simplified language, plus daily scheduled time for interaction, check-ins, and questions.",{"name":70,"@type":61,"acceptedAnswer":71},"What role did interpreters and SWIS play in addressing distance-learning limitations?",{"text":72,"@type":64},"The team leveraged extended community resources such as interpreters and SWIS (Settlement Workers in Schools) to reduce technological limitations and provide interpretation services, 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\nAbstract  \nThe suspension of onsite classes from March to June 2020 as a result of COVID-19 posed many challenges for educators supporting LAL (Literacy, Academics and Language) refugee youth. This paper reflects on the practices ofa collaborative EAL (English as an Additional Language) and LAL high school team. It also addresses the challenges of remote learning for LAL students including a lack of intensive programming and direct teacher instruction, limited technological skills, and communication barriers. In the end, the success of delivering the program in a COVID-19 environment was nested in the collaborative approach.  \nThe COVID-19 outbreak has had a significant impact on the educational system. While distance learning continues to be a struggle for many students, it has been especially challenging for newcomer refugee youth. On March 20, 2020, onsite classes in Manitoba were suspended to prevent the spread of the coronavirus, and learning began through distance learning platforms. This type of instruction has posed many challenges for refugee students in Brandon accessing Literacy, Academics and Language (LAL) programming. Without access to intensive programming with daily teacher supports, and given the limited technological skills and communication barriers, distance learning has not been an ideal learning environment for LAL learners. Despite the many challenges, my English as an Additional Language (EAL) colleagues and I collaboratively provided additional supports to make learning accessible for our students. Using the online platform TEAMS, we targeted instruction and interventions specific to our students’ needs and language proficiencies. In addition, we utilized our extended community resources such as interpreters and SWIS (Settlement Workers in Schools) to address technological limitations and provide interpretation services. During this time of distress and uncertainty, relationship building (Carrington, 2019) was the key to our students’engagement during distance learning.  \nLAL Learners in Manitoba  \nIn Manitoba, refugee students with severe gaps in education are known as LAL learners (Manitoba Education and Advanced Learning, 2011) . These students have had interrupted schooling or a complete lack of formal education due to war and other conflict in their home countries, or other stressors (Baecher et al. , 2019) . They require intensive programming in literacy and numeracy, in addition to developing their language proficiency and knowledge in mainstream content-area courses (Lee, 2016) . Learning is a challenging process for LAL learners and their progress is significantly slower than Canadian-born speakers of English. Between 2016 and 2018, an average of 105 highschool students in Manitoba had interrupted schooling and 33 had never attended school (Macintosh, 2020) . The suspension of onsite classes due to COVID-19 concerned our school team. Without intensive teacher supports and daily interaction, teachers worried that the learning gap would be widened even further for LAL students.  \nIntensive Teacher Supports  \nWhen school closures occurred on March 20, 2020, educators were concerned about language and skill regression, and students falling behind, without the physical presence of their teachers (De La Rosa, 2020) . They worried about their ability to provide the same instruction through a distance  \nlearning platform, since oral communication is developed through social interaction (Granados, 2020) . LAL students benefit from intensive teacher supports, differentiated instruction, visual supports, hands-on and experiential learning, and opportunities to interact with peers. All of these factors play a crucial role in bridging the gaps for LAL students. When schools changed to a distance learning platform, educators knew that they could not duplicate face-to-face interaction online (Granados, 2020) . ","cbCainuXHiiAUual","https://ap.wps.com/l/cbCainuXHiiAUual","pdf",144314,"English","# Abstract\n## Remote learning challenges for LAL refugee youth\n## Collaborative EAL and LAL support practices\n## Intensive teacher supports and structured online instruction\n## Settlement Workers in Schools (SWIS) support","[{\"question\":\"What learning challenges did LAL refugee students face during distance learning in 2020?\",\"answer\":\"Students faced difficulties due to lack of intensive programming and direct teacher instruction, limited technological skills, and communication barriers, which made remote learning less ideal for their needs.\"},{\"question\":\"How did the school team support instruction through an online platform?\",\"answer\":\"Teachers used TEAMS to provide a class page with daily messages, scaffolded lessons, and audio/visual supports in simplified language, plus daily scheduled time for interaction, check-ins, and questions.\"},{\"question\":\"What role did interpreters and SWIS play in addressing distance-learning limitations?\",\"answer\":\"The team leveraged extended community resources such as interpreters and SWIS (Settlement Workers in Schools) to reduce technological limitations and provide interpretation services, improving accessibility for students.\"}]","Distance Learning Support for Refugee Students - Special Interest Article | PDF",1792080371,13]