Using collaborative strategic reading with refugee English language learners in an academic bridging program

• Published in: TESL Canada journal Vol. 33; no. SI 10; pp. 97 - 108
• Main Author: Lee, Kent
• Format: Journal Article
• Language: English
• Published: Burnaby TESL Canada 22.06.2016; TESL Canada Federation
• Subjects: Academic Discourse; Adolescents; Collaborative learning; Content Area Reading; Cooperative Learning; Education; Educational Background; Educational Benefits; Educational Resources; English (Second language); English language learners; English Learners; English proficiency; Foreign Countries; Literacy; Literacy Education; Methods; Program Descriptions; Reading Ability; Reading Comprehension; Reading Instruction; Reading Skills; Reading Strategies; Refugees; Second Language Instruction; Second Language Learning; Second language reading instruction; Study and teaching; Teaching Methods; Young Adults; Canada
• ISSN: 0826-435X; 1925-8917
• DOI: 10.18806/tesl.v33i0.1247

Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics or job training. Reading strategy instruction could potentially contribute to improving their reading comprehension. In this article, I outline the implementation of Collaborative Strategic Reading in an academic bridging program for low-literate refugee students 17 to 25 years old, followed by some of the observed accompanying benefits. Descriptions and examples of activities used are included, along with references for additional teaching resources.