• British Council

Migrants and Refugees in Education: A toolkit for teachers

4.9 (53 reviews)

Learn how to teach and support young people across the globe affected by violence, conflict, or displacement.

11,650 enrolled on this course

Migrants and Refugees in Education: A toolkit for teachers
  • Duration4 weeks
  • Weekly study3 hours
Overview
Syllabus
Start dates
Requirements
Educators
Learner reviews
More courses

Other courses you might like

This course isn't running right now. We can email you when it starts again, or check out these other courses you might like.

Find out how to help students dealing with trauma

On this course, you’ll hear from experienced teachers on the challenges of refugee education.

They’ll share experiences of what they’ve learned and strategies they’ve used when teaching migrant learners both in countries affected by conflict and in host countries.

Whether you’re a language teacher, a teacher of another subject, or a volunteer working in migrant and refugee education, you’ll find ideas and strategies that you can use to better understand your learners.

You’ll also learn how to build inclusive classrooms and develop your learners’ confidence, taking into account the languages they know and their cultures.

Syllabus

  • Week 1

    Conflict in context: local responses to global migrations

    • Mobility, movement and motivation

      Consider what it means to be a refugee or migrant learning in a new cultural context. Explore inclusion, integration and discrimination and how you can help learners overcome the challenges faced after migration or conflict

    • Dealing with displacement and discrimination

      Consider different types of displacement, and reflect on how learners cope with discrimination in their new host countries and how you can reduce the impact of negative stereotypes

    • Language and integration

      Think about the many different ways we use language in schools and communities. Consider how our learning changes throughout our lifetime, and the importance of valuing different language abilities (in school and out of school)

    • Review

      Watch one of the educators giving a summary of this week and reflect on what you've learnt

  • Week 2

    Planning, managing and designing activities

    • Education systems

      Consider the different systems and programmes that we find in conflict, post-conflict and re-settlement settings across the world and how teachers create and adapt materials in these settings

    • Mixed ability classes and social inclusion

      How to provide supportive as well as challenging activities for learners of different levels and educational backgrounds, to create a more inclusive learning environment

    • Lifelong learning and collaborative learning

      Think about how learning happens at different stages of our lives and often in collaboration with others. Consider the importance, particularly for newcomers, of working with others through shared talk and problem-solving

    • Review

      Watch the Facebook Live discussion from this week and reflect on what you've learnt

  • Week 3

    Primary and secondary school students

    • The skills of a good learner in the primary classroom

      Consider the skills required to be a good learner in a primary school classroom and why children who have experienced trauma, displacement and conflict might not develop them

    • Understanding the effects on the brain

      Learn about the developments in neuroscience on the working of the brain and how these explain the effects of trauma on learning and behaviour in class

    • Planning to teach learners social and emotional skills

      Consider how you can plan your teaching to support learners who have not developed the skills needed to settle to learn

    • Understanding secondary learners

      Consider the challenges of transitions, changes and outside pressures on secondary age learners and strategies for addressing their challenging behaviour

    • Review

      Watch one of the educators summarising some of the main talking points from this week and reflect on this week's learning

  • Week 4

    Protective factors for teachers and learners

    • Practising self-care and managing teacher wellbeing

      Consider the concept of well-being and why it is important for teachers

    • Creating supportive classrooms for learners who have experienced trauma

      Consider the concept of the classroom as a protective factor in supporting learners who have experienced trauma

    • Developing peer support and networking

      Consider how to expand your professional support network and share useful websites for teaching

    • Review

      Watch the educators saying their goodbyes and reflect on learning from this week and the course as a whole

When would you like to start?

  • Date to be announced

Add to Wishlist to be emailed when new dates are announced

What will you achieve?

By the end of the course, you‘ll be able to...

  • Describe the causes, patterns and impact of migration on teaching and learning
  • Develop a profile of your learners and consider strategies to engage and include them
  • Apply a set of practical tools and techniques in the classroom environment to better cope with the impact of trauma on teachers and learners

Who is the course for?

The course will be useful for anyone working with migrants and refugees in an educational context.

This can range from those teaching English to refugees to teachers in schools looking to promote inclusive education.

Who will you learn with?

Claire Ross

I research and develop courses for teachers and trainers. I'm interested in online learning/teaching and pluralistic approaches to languages and cultures particularly in refugee/immigrant contexts

Who developed the course?

British Council

The British Council is on the ground in six continents and over 100 countries connecting the best of UK culture with a global audience and providing high-quality English language courses.

Learner reviews