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VicTESOLWebinar-Meetinggraduate
standardsforworkingwithEAL/Dlearners
Thankyouforjoiningusforthiswebinar.Thewebinarwillbeginat4.00pm(AustralianEasternStandardTime).Duringthewebinar:•
Usethechatfunctiontopostquestionsrelatingtotechnical
difficulties.•
UsetheQ&Afunctiontoaskquestionsrelatingtothe
presentationforthepresentertoaddressinthesession.•
[email protected]
inquiriesorforassistanceduringthewebinar.DrJennyBarnettVicTESOLWebinar2020
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MeetinggraduatestandardsforworkingwithEALDlearners
JennyBarnettConvenoroftheWorkingGroupthatdeveloped
theEALDElaborationsoftheAustralianProfessionalStandardsforTeachers
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TheAustralianProfessionalStandardsforTeachers:HowdotheysupportEALDlearners?
TheEAL/DElaborationsoftheAPST:Whatarethey?Whatisthethinkingbehindthem?
HowcanweusetheEAL/DElaborations?
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PART1:TheAustralianProfessionalStandardsforTeachers:
HowdotheysupportEALDlearners?
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TheAustralianProfessionalStandardsforTeachers:•
definetheworkofteachersand•
makeexplicitelementsofhigh-quality,effectiveteachingin21stcenturyschoolsthatwillimproveeducationaloutcomesforstudents.
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Whateducationaloutcomesaretobeimproved?
TheUNESCOfourpillarsoflearning
• learningtoknow
• learningtodo
• learningtolivetogether
• learningtobe
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APST:ThesevenstandardsPROFESSIONALKNOWLEDGE
1. Knowstudentsandhowtheylearn2.
Knowthecontentandhowtoteachit
PROFESSIONALPRACTICE3.
Planforandimplementeffectiveteachingandlearning4.
Createandmaintainsupportiveandsafelearning
environments5.
Assess,providefeedbackandreportonstudentlearning
PROFESSIONALENGAGEMENT6. Engageinprofessionallearning7.
Engageprofessionallywithcolleagues,parents/carersand
thecommunity
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WherewouldyouexpecttheAPSTtorefertolearnersofEnglishasanAdditionalLanguageorDialect?
Under:
1. Professionalknowledge?2. Professionalpractice?3.
Professionalengagement?
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STANDARD1:Knowstudentsandhowtheylearn
1.3Studentswithdiverselinguistic,cultural,religiousandsocioeconomicbackgrounds
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‘Proficient’DescriptorforFocusArea1.3
Designandimplementteachingstrategiesthatareresponsivetothelearningstrengthsandneedsofstudentsfromdiverselinguistic,cultural,religiousandsocioeconomicbackgrounds.
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STANDARD1:Knowstudentsandhowtheylearn
FocusArea1.4StrategiesforteachingAboriginalandTorresStraitIslanderstudentsProficientDescriptorfor1.4Designandimplementeffectiveteachingstrategiesthatareresponsivetothelocalcommunityandculturalsetting,linguisticbackgroundandhistoriesofAboriginalandTorresStraitIslanderstudents.
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Whatisneededtomakeexplicit‘elementsofhigh-quality,effectiveteaching’thatwill
specificallyimproveeducationaloutcomesforEALDlearners?
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PART2:
TheEAL/DElaborationsoftheAPST
Whatarethey?Whatisthethinkingbehindthem?
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TheEAL/DElaborations:
Giveexplicitguidanceon
• thenatureoftheEALDlearningtask
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culturallyandlinguisticallyresponsiveteachingandassessmentstrategies
• respectingandengagingwithculturalandlinguisticdiversity
• respondingtothediversityofEALDcohorts
Remindteachersof
• theresponsibilityofallteacherstosupportEALDlearning
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theroleoflanguage(s)inlearning,andtherelationbetweenlanguageandculture
•
theneedtoacknowledgehowtheirownethnicity/cultureshapestheirpractice
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TheelaborationprocessTheElaborationsmakeexplicit‘elementsofhigh-quality,effectiveteaching’forEALDlearnersby:– providingaEALDStandardelaborations– addingEALDDescriptorelaborationsforeachFocusAreaandcareerstage
– linkingtoEALDresourcessuchasthoseontheACARAwebsite
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ElaborationofStandard2
APSTStandard:KnowthecontentandhowtoteachitEAL/DElaboration:UnderstandthefeaturesofStandardAustralianEnglish,thelanguage-and-culturedemandsofcurriculumandcommunity,andhowtoteachtheseasEAL/DcontentwhetherasanintegralpartofmainstreamteachingorasthefocusofEAL/Dclasses.
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HowaretheFocusAreaDescriptorselaborated?
Throughmultipledotpointsforeachcareerstage,•
incorporatingEALDvaluesandinformation
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interpretingwordssuchas‘effective’intermsofwhatneedstobeconsideredforEALDlearners
• addingaremindertodrawonEALDsourcesofknowledge
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FocusArea5.1-Proficient
APSTDescriptor:Develop,selectanduseinformalandformal,diagnostic,formativeandsummativeassessmentstrategiestoassessstudentlearning.FirstEAL/DElaboration:Develop,selectanduseassessmentstrategiesthattakeaccountofthelanguage-and-culturedemandsforEAL/Dlearnersincomprehendingandrespondingtosubjectareaassessmenttasks.
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ElaborationofStandard4
Createandmaintainsupportiveandsafelearningenvironments
EAL/DELABORATION:•
CreateandmaintainlearningenvironmentsthatareculturallyandlinguisticallyinclusiveofEAL/Dlearners,andsupportiveoftheirlearningneeds.
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FocusArea4.4–Proficient
APSTDescriptor:Ensurestudents’well-beingandsafetywithinschoolbyimplementingschooland/orsystem,curriculumandlegislativerequirement.FirsttwoEAL/DElaborations:UsestrategiesthatsupportaculturallyinclusiveenvironmentandpromoteEAL/Dstudents’wellbeingandsafety.Addressracismintheclassroomandschoolenvironmentimmediatelyandthroughongoingpositivepsychologystrategiesthathelpstudentstorespecteachotherasequalhumanbeings.Explicitlyre-directracistlanguagetorespectfortheOther.
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BasedontheElaborationsseensofar,whatarethecorevaluesexpectedofteachersworking
withEALDlearners?
• recognisinglanguage(s)andculture(s)ascentraltolearning
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culturalandlinguisticinclusivity(includingvaluingmultilingualismanddemonstratinginterculturalcompetenceandactiveanti-racism)
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StrengthsoftheEAL/DElaborations
Insummary,theEAL/DElaborations:
1.
supportdevelopmentofthenecessaryvalues,knowledgeandskillsforteachingEAL/Dstudents
2.
speaktoallteachersinschoolsettingsandhighlightcollaborationwithEALDspecialists
3. advocateforEAL/Dlearners
4. linkdirectlytotheAPSTandarepresentedinalignmentwiththem
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PART3:HowcanweusetheEAL/D
Elaborations?
- Asguidance- Asfoodforreflection(oftenwhenissuescomeup)- AsatoolforEALDadvocacy(akeyroleforEALDteachers)- Asprofessionalcommunication
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EAL/DElaborationsasGuidance
UsetheEAL/DElaborationsforguidanceonhowbesttomeetthelearningneedsandchallengesofyourstudents.
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APST2.5ProficientDescriptorandfirstEAL/Delaboration
APSTDescriptor:Applyknowledgeandunderstandingofeffectiveteachingstrategiestosupportstudents’literacyandnumeracyachievement.
FirstEAL/Delaboration:UseteachingstrategiesthatrespondtoEAL/Dlearners’levelsofliteracyandnumeracyinboththehomelanguageordialectandStandardAustralianEnglish,drawingonEAL/Dknowledgesources.
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AnnotatedContentDescriptions:MathematicsYear6
CONTENTDESCRIPTION
LANGUAGE/CULTURALCONSIDERATIONS
TEACHINGSTRATEGIES
Connectdecimalrepresentationstothemetricsystem(ACMMG135)
Differentlanguagesusedifferentnotationalsymbols,andsomeEAL/Dstudentsmayhaveotherexpectationsofmathematicalsymbols.Forexample,decimalpointsinGreekaremarkedwithacommaratherthanafullstop.
Ensuresharedunderstandingsintheclassroomaboutthefunctionofmathematicalnotations.Sharingdifferentnotationsfromdifferentlanguagesbroadenstheperspectivesintheclassroomandnormalisesdifference.
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EAL/DElaborationsasfoodforreflection
UsetheEAL/DElaborationstoreflectonlearningandteachingissuesandontheimplicationsofsupportstrategies.
Maybecertainstrategiesindicatechallengesforyouortheclass?Maybecertainstrategiesrequireendorsementfromtheschoolprincipal?
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2.5ProficientDescriptor:Applyknowledgeandunderstandingofeffectiveteachingstrategiestosupportstudents’literacyandnumeracyachievement
TwomoreEAL/DElaborations•
Explicitlyteachthelanguageofnumeracy,recognisingthatsomestudentsmayhavetheconceptsandskillsalready.
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AttendtoEAL/DdevelopmentasadistinctcomponentwithinEnglishliteracydevelopment.Beresponsivetodifferencesbetweenstudents’homelanguageordialectandEAL/D.UseEAL/DresourcesontheliteracycontinuatosupportEAL/Dlearnerstomovefromspokentowrittentext,everydaytotechnical,knowntonew,andconcretetoabstract.
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FocusArea3.3–Graduate
APSTDescriptor:IncludearangeofteachingstrategiesAnEAL/DElaboration:– Supporttheuseofthehomelanguageordialectforclassroomlearning,involvinginterculturalofficerswherepossible.
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WhatdoyouthinkaboutstudentuseofHumanLanguageTechnologies(HLT)online?
USESofHLT BENEFITS RISKS
UsinganL1translationofarequiredreadingtext
UsinganEnglishtranslationofstudent’sownwritinginL1
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StudentuseofHumanLanguageTechnologies(HLT)online
USES BENEFITS RISKS
UsinganL1translationofarequiredreadingtext
-saveslearnertime-providestechnicalmeaningsquickly-facilitatessubsequentunderstandinginEnglish
-over-relianceonL1-notreadingandlearningtheEnglishversion
UsinganEnglishtranslationofstudent’sownwritinginL1
-expandsEnglishvocabulary(e.g.bygivingsynonyms)-helpswithgettingstartedonwritinginEnglish-motivating-buildsconfidence
-limitedreliabilityofHLT-needtousedifferentHLTstoconfirmaccuracy
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4.5UseICTsafely,responsiblyandethically
AProficientEAL/DElaboration:
IncorporatestrategiesthatrespondtoEAL/DandinterculturalissuesinusingICT.
ALeadEAL/DElaboration:EstablishandimplementpoliciestoensuretheinclusionofstrategiesthatrespondtoEAL/DandinterculturalissuesinusingICT.
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EAL/DElaborationsastoolforadvocacy
TheElaborationscanbeusedtoadvocateforEALDlearnersby:– clarifyingtheEALDlearningtaskforotherteachers
– demonstratinghowteacherscansupportEALDlearnerstoachievetheirpotentialacrossthecurriculum
– servingasaresourceforplanningwhole-schoolprofessionallearning
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EAL/DElaborationsasprofessionalcommunication
TheElaborationsprovidewaysof:– understandingandtalkingabouttheEALDlearningtask
– demonstratingprofessionalism– planningprofessionallearning–
interpretingstudentbehaviour– interpretingteacherpractices
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UsetheElaborationsanywayyoucan!
Theyaredesignedforyou.
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Reflectionquestions
1. HowcouldyouusetheEAL/DElaborationsin
preparingassignments(portfolio)?
2.
HowcouldyouusetheEAL/DElaborationsinpreparingforajobinterview?
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Thefollowingslidesmaybeusefulinrespondingtoquestions
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Migration:Skillsassessment
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TheAustralianInstituteforTeachingandSchoolLeadership(AITSL)providesskillsassessmentservicestoteacherswhowishtomigratetoAustralia.AskillsassessmentdeterminessuitabilityforschoolteacheroccupationsforAustralia’sskilledmigrationprogram.
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Forskillsassessmentenquiriesemailmigration@aitsl.edu.auorlookattheApplicantportalhttps://migration.aitsl.edu.au/
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Annualprofessionaldevelopmentplan
GOAL:ToexpandmyteachingoninterculturalcompetenceSTRATEGIES:•
Buildmyknowledgeofwhatisinvolved•
Selectclassroomactivitiestotryout•
Plan,implementandassessstudentlearning•
EvaluateandfurtherdevelopPREDICTEDEVIDENCE:•
Aunitofworkfocusingoninterculturalcompetence•
Unitsofworkintegratinginterculturalcompetence•
LearnerevaluationsCONNECTIONTOSTANDARDS:
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Annualprofessionaldevelopmentplan
GOAL:ToexpandmyteachingoninterculturalcompetenceSTRATEGIES:PREDICTEDEVIDENCE:CONNECTIONTOSTANDARDS:•
2.1Applyknowledgeofthecontentandteachingstrategiesoftheteachingareatodevelopengagingteachingactivities
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6.2Participateinlearningtoupdateknowledgeandpractice,targetedtoprofessionalneedsandschooland/orsystempriorities
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WhoaretheEAL/DElaborationsintendedfor?
• allteachersworkingwithEALDstudentsinschoolsettings
• EALDspecialistteachersinschools
• Curriculumcoordinatorsandschoolleaders
• Initialteachereducationstudentsandstaff
• Interculturalofficersinschools
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EAL/DElaborationsoftheAustralianProfessionalStandardsforTeachersSTANDARD1:KnowstudentsandhowtheylearnEAL/DElaboration:Know,haveempathyforandberesponsivetothediverselinguistic,culturalandsocio-historicalcharacteristicsofEAL/Dlearners;understandthenatureofEAL/Dlearninganditsrelationshiptoculture,wellbeingandaccesstotheAustraliancurriculum.STANDARD2:KnowthecontentandhowtoteachitEAL/DElaboration:UnderstandthefeaturesofStandardAustralianEnglish,thelanguage-and-culturedemandsofcurriculumandcommunity,andhowtoteachtheseasEAL/DcontentwhetherasanintegratedpartofmainstreamteachingorasthefocusofEAL/Dclasses.STANDARD3:PlanforandimplementeffectiveteachingandlearningEAL/DElaboration:PlanforandimplementeffectiveteachingandlearningforEAL/Dlearners,takingaccountoflanguage-and-culturedemandsincurriculumandalsoofdataonstudents’EAL/Dlearningprogression.STANDARD4:CreateandmaintainsupportiveandsafelearningenvironmentsEAL/DElaboration:CreateandmaintainlearningenvironmentsthatareculturallyandlinguisticallyinclusiveofEAL/Dlearners,andsupportiveoftheirlearningneeds.STANDARD5:Assess,providefeedbackandreportonstudentlearningEAL/DElaboration:Assess,providefeedbackandreportonstudentoutcomesforlearningEAL/DandforlearningsubjectareacontentthroughEAL/D,usinglinguisticallyandculturallyaccessibleassessmentpracticesandasoundunderstandingofEAL/Dlearningprogressionsandofthelanguage-and-culturedemandsofsettasks.33STANDARD6:EngageinprofessionallearningEAL/DElaboration:UsethefullversionoftheEAL/DElaborationsoftheAustralianProfessionalStandardsforTeacherstoplanandimplementprofessionallearningforworkingeffectivelywithEAL/Dlearnersandtheirfamilies.39STANDARD7:Engageprofessionallywithcolleagues,parents/carersandthecommunityEAL/DElaboration:Useinterculturalunderstandingsandskillstodeveloprespectfulandreciprocalrelationshipsthatacknowledgeculturalandlinguisticdiversity.
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EAL/DElaborationsoftheAPSTStandards1.
Know,haveempathyforandberesponsivetothediverselinguistic,culturaland
sociohistoricalcharacteristicsofEAL/Dlearners.UnderstandthenatureofEAL/Dlearninganditsrelationshiptoculture,wellbeingandaccesstotheAustraliancurriculum.
2.
UnderstandthefeaturesofStandardAustralianEnglish,thelanguage-and-culturedemandsofcurriculumandcommunity,andhowtoteachtheseasEAL/DcontentwhetherasanintegratedpartofmainstreamteachingorasthefocusofEAL/Dclasses.
3.
PlanforandimplementeffectiveteachingandlearningforEAL/Dlearners,takingaccountoflanguage-and-culturedemandsincurriculumandalsoofdataonstudents’EAL/Dlearningprogression.
4.
CreateandmaintainlearningenvironmentsthatarebothculturallyandlinguisticallyinclusiveofEAL/Dlearnersandsupportiveoftheirlearningneeds.
5.
Assess,providefeedbackandreportonstudentoutcomesforlearningEAL/DandforlearningsubjectareacontentthroughEAL/D.UselinguisticallyandculturallyaccessibleassessmentpracticesandasoundunderstandingofEAL/Dlearningprogressionsandofthelanguage-and-culturedemandsofsettasks.
6.
UsethefullversionoftheEAL/DElaborationsoftheAustralianProfessionalStandardsforTeacherstoplanandimplementprofessionallearningforworkingeffectivelywithEAL/Dlearnersandtheirfamilies.
7.
Useinterculturalunderstandingsandskillstodeveloprespectfulandreciprocalrelationshipsthatacknowledgeculturalandlinguisticdiversity.
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WhyengagewiththeElaborations?
• ToimprovelearningoutcomesofEALDlearners
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TohelpmentorcolleaguesinworkingeffectivelywithEALDlearners
• ToadvocateforEALDlearnersandteachers
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Toraiseawarenessofwhole-schoolresponsibilitiestowardsEALDlearners
• ToaddspecialistEALDtoperformancemanagement
• ToraisethestatusofEALDteachers
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SomelimitationsoftheEAL/DElaborations
1.TheydonotdirectlyreflectsettingssuchasIntensiveEnglishCentresorspecificallyadultsettings2.Becausetheyaredesignedtospeaktoallteachers,thecareergradationsdonotspeaksolelytoEALDspecialists,locatingthemessentiallyasaspiringtobeHighlyAccomplished
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LimitationsofFocusAreas1.2and1.5inregardtoEALDlearners
1.2Understandhowstudentslearn
1.5Differentiateteachingtomeetthespecificlearningneedsofstudentsacrossthefullrangeofabilities
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WhatdoEALDElaborationsprovide?
1.
AtoolformakingvisibletheresponsibilitiesofallteachersworkingwithEALDlearners
2. ExplicitguidanceforteachersnewlyworkingwithEAL/Dstudents
3.
SpecificationofsomeoftheexpertiseofexperiencedEAL/Dspecialistswithinschools.
4. AnEALD-specificversionoftheAPST
5.
AreferencepointforthedevelopmentofstandardsspecificonlytoEALDteachers,and/ortospecificsectors.
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OverviewaimsfortheEAL/DElaboration
1. TomaximisesupportforEAL/Dlearnersbyinforming:
• teacherpractice• teachers’professionallearninggoals•
staffingconsiderationsrelatedtoEAL/Dlearners• whole-schoolpractice•
pre-serviceteachereducationprograms•
in-serviceprofessionallearningoptions
2.TocontextualisetheAPSTwithinEAL/Dlearningandteachingconditions,andtoserveasareferencepointformorespecificcontextualelaboration
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https://www.monash.edu/education/teachspace/articles/seven-ways-to-support-students-from-refugee-backgrounds
