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Literature as a Voice
Refugee Stories and Literacy
Because refugee children often lack formal education and/or the ability to speak English, the term ‘low literacy refugee-background’ (LLRB) has been established (Windle 2012). Like other English language learners, LLRB students participate in up to 12 months of intensive English courses at separate schools and then enter into mainstream schooling (Windle 2012).
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“Like other new ESL arrivals, LLRB students receive up to 12 months of intensive English language instruction in separate schools, following which they enter mainstream schools. Many students entering mainstream classes from language schools in the secondary years have reading and writing levels similar to those of lower primary school students, and previous studies have deemed current time in language centres insufficient.” 318 (Windle 2012) The process of learning linguistic attributes of genres of writing specific to certain subjects for non LLRB students can take seven to ten years (Windle 2012).
Children's literature is an excellent context for sharing stories of refugee backgrounds and native children alike. This can be used as an outlet to discuss fears, feelings, and work against stereotypes that may be present (Hope 2008). In one example, a refugee student expressed feelings that the history of refugee cultures is important to challenge the stereotypes and prove that refugees can be of wealth (Hope 2008).
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Creating classroom environments that allow for cultural knowledge to be explored is motivating and allows learning new language and concepts more meaningful to students (Windle 2012). This practice also allows teachers to get to know their students better, including their language needs (Windle 2012).
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It is important that children are able to read books in which characters similar to them are represented to help them understand their place in the world (Hope 2008). This would also promote the understanding of various backgrounds, geological locations, and history of places different than what is already known (Hope 2008). This learning process may lead to greater tolerance and understanding as well as clarifying one’s own cultural identity (Hope 2008).
Using Literature to Empower Students
Many people feel that the topic of war is too mature for children and that it should not be a topic of conversation with that demographic (Hope 2008). Literary history has included a number of children’s books that discuss war (Hope 2008). The Silver Sword is known as the first widely known children’s book in which the refugee experience is the central story (Hope 2008). With the increasing number of global refugees reaching 14,000,000 in 2007, the genre of refugee stories began to take off more than ever (Hope 2008).
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It is important for children to be able to read stories that they are able to identify with. In many cases, children express being frustrated at their inability to express themselves in a new language (Hope 2008). Exposing children to literature surrounding refugees can teach them about locations around the world, history, geography, insight to events, and looking at various aspects of the refugee story (Hope 2008).
