Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
Teaching English as a Second Language
Since the Russian invasion of Ukraine on February 24th, 2022, thousands of Ukrainians have fled their home country, many resettling in English-speaking countries. Ukrainian refugees bring with them many strengths; however, the challenges of surviving in another country on top of the language barrier and the trauma they may carry must be carefully considered and given special attention by instructors of refugees. The purpose of this project is to address the lack of English teaching material for the increasingly growing population of Ukrainian refugees in North America. The handbook is informed by current pedagogy on community building, promoting self-efficacy and self-advocacy, and materials use. Research on error analyses of Ukrainian/Russian speakers of English in the areas of phonetics, morphology, grammar, and syntax, and research on sociocultural analyses of North American and Ukrainian/Russian pragmatics inform the curriculum. Error Analysis (EA) and situated learning theory, which encompasses legitimate peripheral participation (LPP) and the Communities of Practice (CoP) approach, theoretically frame the curriculum. The field project consists of two parts – a handbook and a curriculum. The handbook is a teacher’s guide to teaching English to refugees and provides helpful tips, two sample curriculums, and self-reflection opportunities. The curriculum provides detailed lessons and activities on pronunciation, vocabulary, grammar, and pragmatics for Ukrainians. The handbook is a tool the instructor can use to inspire engagement among refugee learners as a whole. The curriculum is designed for Ukrainian- or Russian-speaking refugees and is intended to supplement a traditional ESOL curriculum.
Gardiner, Katherine, "People, Not Headlines: Teaching English to Ukrainian Refugees" (2023). Master's Projects and Capstones. 1498.