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dc.contributor.authorClayton, Sarah Marie
dc.date.accessioned2013-01-04T14:45:08Z
dc.date.accessioned2020-06-22T14:29:47Z
dc.date.available2013-01-04T14:45:08Z
dc.date.available2020-06-22T14:29:47Z
dc.date.issued04/01/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/489
dc.description.abstractLiterature in the fields of education and psychology focuses on cognitive and linguistic development and/or rehabilitation for individuals overcoming Post Traumatic Stress Disorder (PTSD). Some refugee students dealing with PTSD are also English language learners (ELLs). Not only may refugee ELLs need to manage living with PTSD, but they also need to simultaneously master English as a second language to succeed in school. From the spectrum of strategies and therapies for PTSD, it was the goal of this study to investigate what methods may work best specifically with individuals who are refugee ELLs. The purpose of this study was to contextualize (in a specific urban school district) which approaches work best in for these ELLs in the opinions of teachers, therapists, counselors, and administrators. Using a snowball sample, professionals working with refugee ELLs who may be suffering from PTSD were interviewed. Results and implications for those people working with this unique group of students will be discussed.en_US
dc.language.isoen_USen_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakers.en_US
dc.subjectRefugees -- Education.en_US
dc.subjectImmigrants -- Education.en_US
dc.subjectSecond language acquisition.en_US
dc.subjectPost-traumatic stress disorder (PTSD).en_US
dc.titleStrategies and therapies for English language learners as refugees (STELLAR).en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:47Z
dc.description.institutionSUNY at Fredonia


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