[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593895-105":59,"doc-detail-593895-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","translanguaging-for-and-as-learning-with-youth-from-refugee-backgrounds","Translanguaging for and as Learning with Youth from Refugee Backgrounds","","The article examines educational needs of children and youth with refugee backgrounds within public education systems that often lack comprehensive understanding of teaching and learning after forced displacement and migration. Using case study research from a Canadian school, it analyzes teacher perceptions and approaches to students’ language and literacy practices through translanguaging theory. Teachers and students develop translanguaging spaces and engage “translanguaging instinct” to support learning, relationships, and engagement. Findings inform a three-dimensional reflection matrix for pedagogy and highlight the importance of nuanced translanguaging practice for vulnerable populations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/translanguaging-for-and-as-learning-with-youth-from-refugee-backgrounds/593895/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/translanguaging-for-and-as-learning-with-youth-from-refugee-backgrounds/593895.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational problem does the article address for youth from refugee backgrounds?","Question",{"text":112,"@type":113},"It addresses the unmet goal in many education systems to develop comprehensive understanding of teaching and learning for children and youth affected by forced displacement and migration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article analyze teaching and learning in the case study school?",{"text":117,"@type":113},"It analyzes how educators draw on students’ linguistic resources using a translanguaging theoretical framework to explain classroom learning processes.",{"name":119,"@type":110,"acceptedAnswer":120},"What tool does the article propose for teachers reflecting on language teaching and learning?",{"text":121,"@type":113},"It proposes a three-dimensional matrix with axes covering teacher- and student-initiated translanguaging, planned and spontaneous engagements, and whether translanguaging functions as a scaffold or a resource for learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593895,1792597356,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com.au/ajal/](https://journals.castledown-publishers.com.au/ajal/) |\n| --- | --- |\n\nAustralian Journal ofApplied Linguistics, 3 (1), 60-76 (2020) [https://doi.org/10.29140/ajal.v3n1.300](https://doi.org/10.29140/ajal.v3n1.300)  \nTranslanguaging for and as Learning with Youth from Refugee Backgrounds  \nSASKIA VAN VIEGEN a  \na York University, Canada  \n[saskiast@yorku.ca](saskiast@yorku.ca)  \nAbstract  \nAlthough host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students’ language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students’ linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through atranslanguaging theory of language, the article discusses how teachers and students engaged“translanguaging instinct” and created “translanguaging spaces” (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacher- and studentinitiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.  \nKeywords: bilingualism, multilingualism, second language education, refugees, migration, pedagogy  \nPeople leave their homes in response to a complex interplay of dynamic economic, social, political and environmental factors. Reductionist categories based on modes or rationale for migration limit understandings of complex migration journeys.  \nWe need to take the time to listen to individual narratives and collective her/his/their-stories.  \nAny assistance should support people s’ own livelihood strategies, expand opportunitiesfor all who are excluded and re-centre local ways of knowing and doing. (Humane Mobility: Manifesto for Change, Centre for Refugee Studies, York University, n.d.)  \nIntroduction  \nGiven that the number of global refugees is higher than at any other point in human history, and that countries around the world have pledged greater commitments to refugee resettlement and integration in the coming years, it is well worth examining what comprises curriculum and pedagogy to support the social and educational integration of children and youth who have experienced forced displacement and migration. Across multidisciplinary fields, including sociology, psychology, geography, law, political science and education, among others, refugee studies research has examined and documented international and national policy and planning of migration management, state-centred and nongovernmental organization (NGO)-led resettlement and integration interventions, and communitybased perceptions of and responses to forced migration and humanitarian efforts; however, rather less attention has been paid to the educational needs of children and youth within an already vulnerable and margina","cbCaiftjwnXYsXNs","https://ap.wps.com/l/cbCaiftjwnXYsXNs","pdf",876247,17,"English","# Abstract\n# Introduction\n## Refugee education gaps and curriculum needs\n## Translanguaging as a responsive pedagogy\n## Case study focus and classroom practices","[{\"question\":\"What educational problem does the article address for youth from refugee backgrounds?\",\"answer\":\"It addresses the unmet goal in many education systems to develop comprehensive understanding of teaching and learning for children and youth affected by forced displacement and migration.\"},{\"question\":\"How does the article analyze teaching and learning in the case study school?\",\"answer\":\"It analyzes how educators draw on students’ linguistic resources using a translanguaging theoretical framework to explain classroom learning processes.\"},{\"question\":\"What tool does the article propose for teachers reflecting on language teaching and learning?\",\"answer\":\"It proposes a three-dimensional matrix with axes covering teacher- and student-initiated translanguaging, planned and spontaneous engagements, and whether translanguaging functions as a scaffold or a resource for learning.\"}]","Translanguaging for and as Learning with Youth from Refugee Backgrounds | PDF",1792078123,43]