Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning

This project addresses the needs of one of the most marginalised groups in Australian schools, low literacy refugee background (LLRB) students with interrupted education. Using mixed methods, including teacher surveys and intensive case studies involving action research, the study examines existing pedagogical frameworks for literacy, and their effectiveness for this group of students. The project establishes interventions in which researchers and teachers build a new model for literacy pedagogy which takes into account second language principles and sociocultural factors. The major outcome will be a model of literacy learning that maximises student engagement and literacy outcomes for LLRB students.