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Assessment 2: Critical Analysis of Research

A vast number of refugees that arrive on Australian shores face
many struggles to assimilate into Australian culture and life. Factors
such as limited knowledge of the English language, knowledge of
Australian workplace, lack of qualification and education to support
employment and lack of money contribute to the struggles of a
refugee (Naidoo, 2012). Programs such as The Refugee Action
Support (RAS) aims to provide support in literacy and language to
refugee students in Australian schools. In Refugee action support:
crossing borders in preparing pre-service teachers for literacy in
secondary schools in Greater Western Sydney, Naidoo (2012),
examines ways to better prepare teachers to overcome challenges
with accommodating the needs of refugee students. In comparison,
Taylor and Sidhis (2009) research, which investigates what
constitutes inclusive teaching for refugee students. Both papers use
a qualitative research approach (Ullman, 2015) to obtain data as
well as outline ways in which the school and teachers can work with
the students to better prepare them for their future. While Naidoo
(2012), and Taylor and Sidhi (2009) conclude that there is a need for
change in teaching pedagogy, both research papers suggest
different methods of achieving a similar goal. Naidoo (2012)
proposes to increase the amount of resources and funding to
refugee students, whereas Taylor and Sidhi (2009) call for a change
in school ethos and an inclusive approach to better cater to refugee
students.
Naidoo (2012), and Taylor and Sidhi (2009) provide an in depth
review of literature regarding the integration of refugee students in
schools across Australia. Naidoo (2012) accomplishes this through
the use of such programs such as the RAS, while Taylor and Sidhi

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(2009) achieves this through the use of a similar program, Priority
Equity Program (PEP). PEP aims to provide equity to low socio
economic refugee students, offering funding for resources for
literacy support and welfare and advocacy activities. RAS and PEP
aim to integrate refugee students into classes through the use of
increased one on one tutoring time, building a bond and relationship
with each individual student and showing a sense of understanding,
respect and empathy. These research articles have carried out
studies to gather information regarding the effectiveness of the
level of education received by refugee students. Both articles
discussed within this essay perform their studies on schools across
Australia, with supportive research and evidence from countries
such as the United States of America and the United Kingdom.
Overall the studies, research and information within these articles
are well structured and supported with sufficient research.
The purpose of Naidoo (2012) was to aid refugee access and
implement ways to assist refugee students reach their full
intellectual potential (Tomlinson, 2014). This can be achieved
through the RAS, which is a partnership between the Western
Sydney University (WSU), the Australian Literacy and Numeracy
Foundation (ALNF), and the New South Wales Department of
Education and Training (DET) to tutor newly arrived students from
refugee backgrounds in Western and South Western Sydney schools
(Naidoo, 2012). Naidoo (2012) takes a qualitative approach, with the
study of a secondary school involved in the RAS program, surveying
students through focus groups and one on one interviews (Ullman,
2015). The aim of this study is to assess the success of the RAS,
focusing on how it supports teaching and learning in the school.
Similarly, a qualitative study conducted by Taylor and Sidhi (2009),
focused on four schools in Australia that had a large number of
refugee students. These schools were analysed based on their

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ability to uphold their commitment to social justice, student welfare,
and approach to education.
Both articles discuss the need for inclusive education. An inclusive
teacher involves all students, no matter their ability or disability into
classroom activities through various methods of teaching. A
distinctive strategy to help students feel safe and comfortable at
school was for the teachers to get to know each student on a
personal, yet professional level. In turn, this allowed for inclusive
teaching, indicating that teachers must spend quality, one on one
time with students, not only to help re socialize the students, but to
further help grasp the English language (Naidoo 2012). The RAS
offers students one on one tutoring sessions, offered by pre-service
teachers in an attempt to fast track learning goals set out by the
school. Similarly, Taylor and Sidhi (2009) found that schools aim to
approach diversity and difference through inclusive education.
Inclusion refers to the acknowledgment, engagement, valuing,
respect and acceptance of each student, no matter their culture,
religion, belief, disability, background, gender, sexuality, age or
socio-economic background (Pearce, et al, 2009). In another study
carried out by Pearce, et al (2009), a teacher states that If you
want to do real justice to a kid, you have to get to know them
(Pearce, et al, 2009 page 109), furthermore, another teacher
highlighted the fact that it is hard to give a student advice on any
life situation without knowing the person (Pearce, et al, 2009).
The various methods of teaching that are designed to cater for
students with mixed abilities are the vital in maximizing a students
intellectual capacity, especially refugee students. The school
examined in Naidoos (2012) paper offered an English Second
Language (ESL) program to help refugee students with learning the
English language and literacy. As evidenced within the article,
majority of refugee students are subject to an average of less than 5

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years schooling, hence the need for effective teaching. Furthermore,
Naidoo (2012) suggests that secondary teachers must expand
beyond their key learning area, and also be able to teach literacy
and numeracy to students with a range of abilities and educational
needs. (Naidoo, 2012). Teachers within the school must work
alongside the ESL teachers, using appropriate language and basing
their lessons around the current knowledge and needs of the
students (Shulman, 1986). Similarly, the schools surveyed in Taylor
and Sidhi (2009) offers a PEP program to help refugee students and
ESL classes. Both papers came to the same conclusion that ESL
teachers must not be marginalized, rather integrated into lessons,
co-teaching and giving refugee students extra support in areas they
require it (Taylor and Sidhi 2014). The school surveyed by Taylor and
Sidhi (2009) consisted of one full time Learning Support teacher,
one full time ESL and two part time ESL teachers, whos job was to
work alongside the refugee students, building a safe and
trustworthy relationship with them (Taylor and Sidhi, 2009).
Student feedback indicates that the refugee action support program
offered in the school is in fact working. A student states, They (the
tutors) are my friends. I dont think that they are teachers with me
like we sit together, we keep laughing, we having fun but at the
same time we doing work. We really enjoy it (Naidoo, 2012 page
272). Another student states, My time is organized and the
teachers are really helpful, they help me a lot even my result
when I get my assignments they all like really good in bands 4/5
its amazing, Im really happy (Naidoo, 2012 page 272). Teacher
feedback indicated that the RAS program was effective because it
allowed students to trust and open up to teachers through one on
one tutoring. If the student was having trouble with any content,
the work was broken down in language the student could
understand (Naidoo, 2012). Even though the schools surveyed in
Taylor and Sidhi (2009) did not incorporate the RAS program, a

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similar program was adopted and was found to be effective. The
principal of one of the schools surveyed stated that support offered
to the students was not just academic, a lot of it is personal
support as well ... If you spend enough time building up personal
relationships with kids in informal ways then you get further with the
kids ... so the more likely it is that youre going to be able to help
them academically as well as getting them in and keeping them
here and supporting them and their families, because we spend a
lot of time talking to their families as well (Taylor and Sidhis, 2009,
page 48). Here, as highlighted within the article, one can identify
how intensified relationships with students lead to increased
enjoyment, and as a result improved their overall effort in their
studies.
Effective teaching takes place in a supportive environment where
teachers have the appropriate resources and funding to create a
fun, interactive and learning experience for their students (Wayman,
2005). Naidoo (2012) and Taylor and Sidhi (2009) identify that
funding and access to resources are one of the greatest contributors
to effective teaching. Given that most refugee students come from a
low socio economic background, and most schools taking on refugee
students are government funding, funding is limited. Such programs
such as the RAS and PEP provide schools with much needed
resources and funding for students from a low socio economic
background. In addition to be supported with resources and funding,
it is imperative for the teacher to be supportive to the students
through qualities such as empathy and respect (Naidoo, 2012).
Taylor and Sidhi (2009) outline that the schools focus on their
commitment to social justice through qualities such as respect,
acceptance and responsibility for all (Shulman, 1986; Taylor and
Sidhi, 2009).

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The data shows that for the effective transition for a refugee student
to the Australian standard of education, the appropriate support,
funding, and attitude must be present (Dooley and Thangaperumal,
2010). Naidoo (2012) identifies that without funding, schools would
not be able to offer such programs to struggling students. Programs
such as the RAS and PEP provide the much needed funding to
schools in order to support refugee students. The mode of
qualitative research seen in Naidoo (2012) and Taylor and Sidhi
(2009) helps identify the effectiveness of programs and teaching
methods, and in turn improve teaching practices (Ullman, 2016).
Furthermore, teachers must adapt their teaching methods, including
all students in classroom activities. By implementing this mentor
approach towards students, teachers can successfully cater towards
each students individual needs and as a result, foster the social and
academic prosperity of these students in the long run.

Reference List

1. Dooley, K.T., Thangaperumal, P. (2010), Pedagogy and

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participation: literacy education for low-literate refugee
students of African origin in a western school system. Cultural
and Language Studies in Education, Queensland University of
Technology, Kelvin Grove, Queensland, Australia. Vol. 25, No.
5, September 2011, 385397
2. Naidoo, L. (2012). International Journal of Pedagogies and
Learning. eContent Management Pty Ltd. 7(3): 266274
3. Pearce, M., Gray., J., Campbell-Evans, G. (2009). The Inclusive
Secondary Teacher: The Leaders Perspective. (Volume 34,
Issue 6). Australian Journal of Teacher Education.
4. Shulman, L. (1986). Those who understand: Knowledge growth
in teaching. Educational Researcher, 15 (2), 4-14
5. Taylor, S, Sidhu, R.K. (2012) Supporting refugee students in
schools: what constitutes inclusive education? International
Journal of Inclusive Education, 16: 1, 39-56, DOI:
10.1080/13603110903560085
6. Tomlinson, C.A., (2014). Differentiated classroom: Responding
to the needs of all learners. Alexandria, USA: ASCD
7. Ullman, J. (2015). Applying educational research: How to read,
do, and use research to solve problems of practice (Custom
ed.). Sydney, Australia: Pearson.
8. Wayman, J.C. (2005). Involving teachers in data-driven
decision making: Using computer data systems to support
teacher inquiry and reflection. Journal of Education for
Students Placed at Risk, 10(3), p295-308.