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Refugees and English Language Teachers


Refugees and English Language Teachers Training Needs in Sudan Outline Background Information Facts about refugees Statement of the Problem Study Results of the ... – PowerPoint PPT presentation

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Title: Refugees and English Language Teachers

Refugees and English Language Teachers Training
Needs in Sudan
  • Background Information
  • Facts about refugees
  • Statement of the Problem
  • Study
  • Results of the Study
  • Observations

Background Information 1
  • Sudan has been historically both a north-south
    and an east-west migration crossroad. The
    constant population movement as a result of
    drought, famine, civil war and emigration from
    neighbouring countries has always made Sudan a
    hosting country for refugees.

Background Information 2
  • Sudan used to be the largest country in Africa up
    to 2011, whereby the country broke into two
  • The Republic of Sudan
  • The Republic of South Sudan
  • Up to 2011 Sudan used to have its own problems of
    displaced population due to internal strife in
    different parts of the country

Refugees in Sudan
  • In recent years even after the end of the
    Eritrean-Ethiopian war refugees continued to
    arrive in Sudan.
  • It is estimated that 1,600 Eritreans and
    Ethiopians cross the border every month to seek
    refuge in Sudan.
  • This influx of refugees has become one of the
    UNCHR largest and most intractable refugee

Refugees in Sudan
  • Refugees exist in four distinct areas Khartoum
    the Protocol Areas eastern Sudan and Darfur.
  • The population of concern includes around 2.3
    million internally displaced persons (IDPs), some
    140,000 refugees, 7,000 asylum-seekers and an
    estimated hundreds of thousands persons at risk
    of statelessness.
  • Most are refugees from Eritrea, Ethiopia, Chad,
    the Democratic Republic of the Congo (DRC) and
  • UNHCR works in cooperation with COR to support
    the refugees.

Refugees in Eastern Sudan
  • In 2012 UNHCR successfully launched the
    Transitional Solutions Initiative (TSI) with UNDP
    and the World Bank, in close partnership with the
    Sudanese Government, to promote self-reliance
    among some 77,000 long-staying refugees in
    eastern Sudan. UNHCR also began to implement a
    project with IOM and the local authorities to
    address the trafficking, smuggling and kidnapping
    of refugees and asylum-seekers in eastern Sudan.

Refugees in Eastern Sudan
  • Refugees and the local community in eastern Sudan
    face acute poverty and lack of access to health
    care, education and employment. Refugees also
    face difficulties in integrating locally, and
    there is no possibility of voluntary repatriation
    at this time. Persistent drought has degraded the
    land and shrunk pasture lands, leading to
    malnutrition among refugees and host communities.
    Meanwhile, the 1,800 new refugees and
    asylum-seekers arriving each month brave often
    violent traffickers, smugglers and kidnappers.

  • Eastern Sudans refugee population, November 2010
  • Nationality Number
  • Eritrean 75,5723 94.6
  • Ethiopian 4,197 5.3
  • Somali 46 0.1
  • Sudanese 28 0.0
  • Other 4 0.0
  • Total 79,847 100.0

Statement of the Problem
  • In recent years the profile of the refugees has
    changed, they are younger and move mostly with
    their family. They emigrate for economical
    reasons.They take Sudan as a transit country in
    which they stay for a short time to move then
    northwards. English language, as the lingua
    franca of the world, plays a very important role
    in future life of these refugees especially for
    the asylum seekers who mostly go to Europe and
    United States.

The study 1
  • The presentation is based on a study carried in
    the year 2011/2012 to investigate the training
    needs of English language teachers who work in
    refugee schools in Gedarif State in the Eastern
    State. The UNHCR funds education in refugee camps
    through its implementing partner, Sudanese
    Commission for Refugees (COR).

The Study was carried in 9 refugees camps with a
total 14 schools.
The study 2
  • The study was carried in Gedarif State
  • Two tools were used in collecting the data
  • The first tool was a questionnaire disturbed to
    30 English language teachers working in refugee
    (Eritrean)schools for basic level.
  • Interviews of key personnel in COR (Sudanese
    Commission for Refugees)

The results 2
  • Nationality of teachers
  • Sudanese 25
  • Eritrean 5
  • Academic qualification
  • Secondary School 20
  • University degree 9
  • Postgraduate 1
  • 100 of the students are Eritrean

The results 1
The results 3
  • Type of training (single short training courses)
  • Teaching Readers 3
  • General English Language 18
  • Spine 4 (The Sudanese English language text

The results 4
  • Training needs
  • CALL (Computer Assisted Language Learning)
  • Teaching the language skills and sub-skills
  • Classroom management skills
  • Teaching literature /Readers
  • TKT (Teaching Knowledge Test)
  • Teaching in low resourced classrooms
  • Raising Students Motivation
  • Teaching English Primary Essential

Teachers Comments
  • The majority stated that they
  • need more than one or two short training
  • English should be taught in earlier
    grades(currently is taught in grade 5)
  • Teachers were not qualified enough to teach
    English for refugees.
  • Special programmes designed for teaching refugees
    English are needed.

The results 5Interview
  • There is no specific curricula or training
    programmes for refugee schools.
  • The Ministry of General Education is responsible
    for the training programmes for the refugee
  • No special curricula for refugees school.
  • COR is responsible for supervising the schools.
  • UNHCR is responsible for funding

  • 75 of the teachers are Sudanese while 100 of
    the students are Eritrean.
  • Cultural differences present a huge obstacle in
    the classroom
  • English is a third language for the refugees.
  • Training of the teachers is not built on real
  • Coordination between the different bodies is

Observations 2
  • Arabic language is essential for survival
  • English language is also essential for survival
    and occupational success.
  • Due to the fact that no plan or policy was
    developed for English language teachers training,
    the results of the study can be very informative
    in leading to better planning and good practice.
  •  Identify ways of improving provision based on
    the needs of refugees.
  • Develop better ESOL services at the transitional

Final comments
  • Shields and Price
  • We found that English language speaking fluency
    is the second most important determinant of
    occupational success, after possession of a
  • Our most statistically reliable estimate
    suggests that being fluent speaking English
    language raises the mean occupational wage by
    16.5 .

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