Refugee Arabic and English Reading: Challenges, Roles, and Impacts

Running Head: REFUGEE ARABIC AND ENGLISH READING 1
Refugee Arabic and English Reading
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Introduction

REFUGEE ARABIC AND ENGLISH READING 2
The assumption is that language requirement of refugees is minor. Participation in second
language classes learns how to speak, to read and also read the new language. This notion does
not only ignore the various experience of the refugee but also extends the idea that language need
is much different from other requirements. Refugee youth face problems when integrating into
new societies and most of them become influenced by their language incapability.
Question 1
Challenges
According to Kamil (1995), the refugees' youth are expected to learn a new language that
entails different writing system at the same time they work on acquiring skills and content to be
in line with non- refugee peers. The youths also deal with suffering recovery and family
separation. Young teens are expected to choose their careers and thus the instruction and school
support for the teenagers that will have a significant effect on their lives. Thorstensson (2010),
claims that opportunities available to them at this time influences their ability to suit themselves
as well as their households which may entail their children extended families and parents.
The refugee takes a lot of time before they catch up with their native-speaking peers
(Brown et al., 2006). The refugee students lack the understanding of school norms and
expectations. Olliff (2010), refugee education partnership suggested that the psychological
effects of the past traumas affect the young person's strength to learn thus causing low
concentration, challenging classroom behavior and unsatisfactory academic progress.
Question a
Roles
L1 readings help young people to be fruitful in social friendship, to build interaction in
the new community, find jobs and to be heroes in school. LI literacy provides the foundation for