51勛圖

Workshop Description

Adult refugees carry a lifetime of experience, own assets, and unique life narratives that need to be better recognized, valued, and included in second language programs and research. Yet, the focus often remains on their challenges and vulnerabilities, leading to one-size-fits-all approaches that fail to address their diverse needs in language classrooms.

This workshop provides an opportunity to learn, discuss, and speculate on ways in which we can transform our practices of seeking refugees��� needs that can result in responsive, meaningful, and collaborative teaching practices and choices.

The first part of the workshop will present a case study conducted with Afghan newcomers in the U.S. Participants will learn about the needs analysis, curriculum design, and��implementation of an English task-based language teaching (TBLT) curriculum.

In the second part of the workshop, participants will engage in activities and discussions to apply what they learned into real-life scenarios. By the end of the workshop, participants will have developed new practices and, importantly, ���mindsets��� tailored to their unique teaching and research contexts. These tools will inspire and motivate their efforts to��effectively support and meet the needs of newcomers and refugees from diverse backgrounds.

Negar Siyari Bio

Negar Siyari is a linguist and adult language educator. She received her PhD in Applied Linguistics from Georgetown University. With the help of her mother tongue in Farsi as well as years of second language teaching and volunteering experience, she specializes in language education for Afghan newcomers in the United States. Her research focuses on ethnographic and qualitative approaches in second language research, specifically participatory action research and task-based language teaching (TBLT) in the context of forced migration.