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Supporting Adult Learners with Refugee Experiences through  

English Language Instruction 

 

Raj Khatri 

University of Victoria 

 

Abstract 

 

Canada welcomes around 24,000 refugees annually (Citizenship and Immigration Canada 2015; 

2016). Many adult learners with refugee experiences join English as an Additional Language 

(EAL) classes every year, whether these classes be federally or provincially funded. These adult 

learners with refugee experiences bring to EAL classes varied educational and life experiences. 

Some of these learners have little or interrupted schooling (Finn, 2010). Learners with this 

profile may have also encountered forced displacement, loss of identity, torture, and trauma. 

These experiences, along with post-traumatic stress disorder (PTSD), which some people with 

this background may suffer from, can lead to concentration difficulties and memory loss 

(Hauksson, 2003). This, in turn, can negatively impact additional language acquisition (Finn, 

2010). When EAL instructors are unaware of refugee experiences, they may find it difficult to 

deal with these circumstances appropriately, which may create uncomfortable situations both for 

learners with refugee experiences and their instructors in class. To work with such learners, it is 

important that EAL instructors be very skilled, experienced, and patient. The present article 

provides readers with an opportunity to understand various refugee experiences, the acculturation 

process these learners may go through, and lesson planning strategies that can be incorporated 

when supporting adult learners with refugee experiences. 

 

Introduction 

 

Canada welcomes approximately 12,000 refugees from around the world and provides asylum to 

more than 10,000 persecuted persons annually (Citizenship and Immigration Canada [CIC], 

2015). In addition, 25,000 Syrian refugees arrived in Canada between November 2015 and 

February 2016 (CIC, 2016). Immediate service that includes food, accommodation, and medical 

support is provided upon their arrival in Canada. In addition to these provisions, refugees have 

access to educational opportunities after their arrival in Canada. These educational opportunities, 

especially in EAL, are crucial for refugees in their resettlement process (Perry, 2013). 

Supplementing these services on the provincial level, BC TEAL has recently begun its pilot 

phase of the BC TEAL Refugee Project to provide learners with refugee experiences with EAL 

support in the province (BC TEAL, 2016). However, the path to helping these newcomers is 

challenging. For example, some learners with refugee experiences have little or interrupted 

schooling (Finn, 2010). Adult EAL programs for learners with refugee experiences thus face 

several challenges, and working in such programs warrants high levels of professionalism, 

determination, and dedication. When providing language support, EAL instructors should be 

well prepared and adequately equipped to work with the specific language learning needs of 

these adult learners with refugee experiences.  

 

Since EAL instructors often serve as the first link for learners with refugee experiences to 

their new home as well as serve as a major source of cultural information and early contributions 



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to refugee acculturation (Gordon, 2011), EAL instructors have several responsibilities to perform 

when teaching these learners. They need to incorporate skills and procedures to cater to the needs 

of learners with refugee experiences, pay special consideration to the classroom environment, 

and support learner participation in and outside the classroom. It is important that strategies be 

identified to help these learners with the ability to retain and recall new information during 

language learning. It may be that EAL instructors need to constantly strive to raise learner self-

esteem and provide a non-threatening environment for these learners to grow and succeed. They 

need to understand the impact of refugee experiences in language learning in adult EAL 

classrooms, conduct needs analyses for learners with refugee experiences, take into account 

cultural sensitivity, and gather strategies, tools, and resources important for teaching this profile 

of learner. A positive environment should be created for learners with refugee experiences to 

thrive and succeed in a new country and culture, which they can do by having a clear 

understanding of refugee experiences, identifying the process of resettlement or acculturation 

along with awareness of cultural diversity, and planning EAL instruction to suit the needs of 

these learners. 

 

Understanding the Refugee Experience 
 

As refugees arrive in Canada, whether it be through government or privately sponsored sources, 

sponsors typically engage in significant preparation and set aside a considerable amount of 

resources to welcome and help these newcomers integrate into Canadian society. EAL 

instructors are encouraged to consider a number of issues related to refugee experiences when 

designing lessons for this profile of learner. Learners with refugee experiences come from a wide 

variety of educational backgrounds, and their challenges and needs are different from other adult 

learners (Perry 2009; Muth & Perry, 2010). Such learners typically have overcome several 

adverse challenges before they arrived in Canada. Many of them may have escaped from 

persecution and conflicts at home, which might have been followed by severe adversity during a 

prolonged stay in refugee camps with limited or no access to healthcare. They may have been 

facing complex physical and mental challenges as a result of torture, conflicts, and 

displacements. Leaving their country, culture, and home behind and making new homes and new 

friends in a completely new country can be challenging for these learners who may have even 

lost some of their loved ones because of persecution or displacement. Some learners with refugee 

experiences may have either experienced interrupted schooling or have never had an opportunity 

for formal education in their countries of origin (Finn 2010; British Columbia Ministry of 

Education, 2015). They may have been living their lives in poverty and experiencing depleted 

financial resources. They generally may face a loss of identify and self-esteem and suffer from 

isolation and loneliness. These learners sometimes carry with them a sense of instability, fear, 

and despair. Since knowing the language of the new land is one of the opportunities that 

contributes towards refugees’ having employment and better health status (Tshabangu-Soko & 

Caron, 2011), it is essential that these learners be provided with language learning opportunities 

in a warmly welcoming environment upon their arrival. For this, EAL instructors who 

understand the experiences these refugee learners have undergone can begin to create a warm, 

welcoming environment, and help these individuals learn the language and the culture to thrive 

in a new society.  

 



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 Learners with refugee experiences may have been exposed to painful threatening 

experiences and traumatic events, and victims of trauma may undergo attention and memory loss 

(Kosa & Hansen, 2006). Under such conditions, learners’ ability to acquire an additional 

language may be adversely affected (Finn, 2010). As both short- and long-term memory plays a 

significant role in language acquisition (Finn, 2010), it is important that teaching methods and 

pedagogies that help learners with cognitive difficulties retaining new information be 

continuously explored and incorporated in class. Providing repetition and review and using 

flashcards that learners can take home are some of the techniques that can be used with beginner-

level learners of English for fostering additional language acquisition (Finn, 2010). Pedagogical 

practices related to the theory of multiple intelligences (Gardner, 2006) can also be employed 

with learners to process new language in a better way that enables them to “draw on the 

intelligences that work the best for them” (Medley, 2012, p. 115). Mutual trust should develop 

between the instructor and learners and among learners, and one way to establish rapport and 

understanding could be by playing icebreaker games (Hart, 2007). In sum, it is practical for 

instructors to understand various refugee experiences and seek strategies and procedures that can 

help these learners with additional language learning.  

 

Resettlement and the Acculturation Process 
 

As with immigrants and international students, refugees also take time to become adjusted during 

their resettlement process in Canada. The resettlement or acculturation process may take several 

months and years, depending on refugees’ individual circumstances, such as the frequency and 

length of displacements learners have experienced, the length of dealing with trauma, the 

severity of consequences of war and violence, feelings of loss and loneliness, and the language 

barrier.  

 

Social Adjustment 
 

According to Stein (1981), there are four stages of refugee adjustment: (1) the initial period of 

arrival, (2) the period of the first couple of years, (3) the period after about half a decade, and (4) 

the period after about a decade. In the initial stage, which lasts until the first few months after 

their arrival, refugees can overwhelmingly feel the loss, whether it be social, occupational, or 

personal. They are completely in a new land where they may depend on others for everything. 

They often seem withdrawn and fatigued and easily distracted. During the second stage, people 

with refugee experiences start to gradually move ahead from their recovery of losses and begin 

their new life all over again (Keller, 1975). In their new move, they may join school and change 

their jobs. In the third stage, which occurs after four or five years of arriving in the new land, 

people with refugee experiences are mostly adjusted to their new society (Stein, 1979). They 

have “acquired” both the culture and the language (Stein, 1981, p. 326). However, if people with 

refugee experiences are unable to meet their goals at this period, they are discouraged from 

pursuing their aims in life. At this point, they are likely to pass their aspirations and expectations 

on to their children (Soskis, 1967), thinking that their children would accomplish what they 

could not do themselves. As they reach the fourth stage or period, people with refugee 

experiences reach stability to a greater extent although they still continue to recover from their 

lost status (Stein, 1981). This is the final stage on the way to integration. At this stage, they may 

start to see the positive things in the new land and culture. They may gradually begin to come to 



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terms with both the past and the present conditions of their circumstances. People with refugee 

experiences might possess a sense that the new land is their home and the new culture is part of 

their life, too. They typically make friends and help themselves become part of a multicultural 

society. They may go through all of these stages or skip a stage in the process of acculturation, as 

the process of acculturation relies on their individual situations and their resilience in dealing 

with the changes and difficulties they encounter. EAL instructors can support these learners’ 

pathways to integration by incorporating into their EAL instruction themes and areas related to 

integration, such as opportunities to explore local communities and mingle with local community 

members. It is important that learners’ decisions to integrate be thoroughly appreciated and 

supported throughout their EAL instruction (British Columbia Ministry of Education, 2015). 

 

 During the initial stages, as learners with refugee experiences may be anxious about their 

future and might have unsure feelings about the new land and culture, they may not retain what 

is taught in class. It can become worse if they are suffering from traumatic stress at the same 

time. They may develop misunderstandings about their new place of residence and may even 

start to experience feelings of dislike towards the new culture and its norms. It is important that 

learners with refugee experiences be provided with opportunities in which they can start to 

mingle with people from the community they live in, and build their self-confidence and self-

esteem. Learners with refugee experiences may demonstrate different learning speeds in different 

stages. In some stages, they may display adequate knowledge of the English language according 

to the proficiency level they are placed in. At other times, they may be demonstrating English 

language skills below the proficiency level they may have initially been tested at for their 

placement at an English language school. Therefore, it is important that EAL instructors take into 

account the stages of acculturation for these learners, understand these refugee learners’ varied 

learning needs, know their personal circumstances, and provide EAL instruction accordingly. 

EAL instructors should initially know their learners and their cultural and social milieu well 

before EAL teaching begins (Burgoyne & Hull, 2007). While getting to know more about their 

learners, instructors may need to familiarize their learners with school environments and level 

expectations in the initial stages of language learning. 

 

Cultural Diversity 
 

Along with these stages of acculturation for learners with refugee experiences, cultural diversity 

is another aspect that EAL instructors can take into consideration, as it is cultural diversity that 

contributes to learners’ taking time to acculturate to the surrounding community. While there are 

numerous advantages to having people together from around the many cultures, it also brings 

challenges at the same time. People from different cultural backgrounds may bring with them 

different expectations, strengths, and needs. Whether it be the teaching and learning process, 

living style, working hours, friendships, traditional beliefs, or eating habits, different cultural 

aspects may be carried out or observed differently in different cultures. As instructors, it may be 

important for them to explore learners’ cultural norms, values, and expectations, help learners 

become aware of each other’s culture at least to some degree among learners, and share 

instructors’ cultural backgrounds in the process. This may help build up mutual understanding 

and shared responsibility among learners and between learners and instructors and may also help 

learners with refugee experiences gradually move towards acculturation. As acculturation is a 



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slow process, perseverance is extremely important, which is salient for EAL instructors helping 

learners with refugee experiences understand their acculturation process. 

 

Planning Lessons and Preparing for Lesson Delivery 

 

Working with adult learners with refugee experiences requires high levels of educational skills 

and commitment, since some of these learners who have experienced limited or interrupted 

education may have very distinctive educational, social, and psychological needs (Benseman, 

2014). Since instructors are also concerned with the psychological wellbeing of their learners in 

addition to their education (Due, Riggs, & Mandara, 2015), it is vital that instructors be prepared 

to consider the needs of survivors of torture and plan and deliver their lessons carefully, keeping 

in mind refugee experiences and the acculturation process. While EAL instructors may be well 

prepared for teaching English to language learners in general, they may be in need of more 

professional development when working with learners with refugee experiences because of 

various strengths and learning needs these learners may come with. 

 

 A warm and welcoming environment should be created so that learners feel free to 

express themselves during their language learning process. Since these learners’ healing may 

first begin with EAL instructors in class (Canadian Centre for Victims of Torture [CCVT], 

1995), instructors need to design appropriate lesson plans and effectively deliver these plans 

among these learners in class. It is equally important that EAL instructors be flexible in their 

daily lesson planning. When teaching, instructors may realize that the lesson they have prepared 

with so much effort may not work on a particular day if this plan makes learners with refugee 

experiences uncomfortable. It may sometimes be difficult for instructors to know what may 

frustrate this profile of learner when, so it is essential that instructors come to understand these 

learners’ circumstances and be flexible in what they teach when. Along with such flexibility, 

there may arise a need for flexibility in outlining course outcomes and contents to be taught 

(Burgoyne & Hull, 2007), which may also warrant instructors working with their supervisors or 

members of the curriculum team. Therefore, when preparing long-range or daily lesson plans for 

classes including learners with refugee experiences, factors, such as learner participation, 

classroom arrangement, units themes and activities, and testing and assessment should 

appropriately be considered well in advance.  

 

Learner Attendance 

 

Typically, instructors encourage learners for their regular participation in class, as regular 

participation is very important for the language learning process. However, instructors may 

notice that learners with refugee experiences have irregular attendance, stray off-task when in 

class, or sometimes leave the class halfway through. Such issues with attendance or off-task 

behaviors may cause inconvenience to the instructor whose responsibility also lies in motivating 

all learners to actively participate in class while not creating an unfair or biased environment. 

However, it is critical that the instructor understand why learners with refugee experiences may 

behave in a particular way. Learners with refugee experiences may be going through numerous 

difficult situations at the same time as taking their language classes, such as struggling to settle 

down in a new place, experiencing traumatic stress, and dealing with a variety of other issues. 

Therefore, instructors may want to give special consideration related to understanding why 



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learners might have low attendance or remain off-task and provide solutions to minimize learner 

absences. Learners with refugee experiences may feel uncomfortable letting their instructor 

know time and again the reasons for their irregularity or absences, so the instructor sometimes 

may not get a response instantly from learners. Under such circumstances, the instructor has two 

choices: to meet with their learners and discuss with them a time that the instructor and learners 

can meet to make up for learners’ missed classes, or the instructor may choose to incorporate 

various strategies to encourage learners with refugee experiences to attend classes on a regular 

basis if possible (CCVT, 1995). For example, learners can be asked to take responsibility for 

attendance records, instead of the instructor marking attendance, and learners can mark 

themselves present upon arrival in class (CCVT, 1995). Providing guest lectures from time to 

time is another idea that can be implemented for learner motivation and participation. If possible, 

guest speakers who, in spite of similar refugee experiences, have achieved success in Canadian 

society can be invited to speak to learners, and this can also motivate learners to attend classes, 

learn the language, and succeed with their goals as the speakers have. 

 

Classroom Arrangement 

 

When planning lessons, instructors should think of the classroom arrangement in advance. It is 

preferable that classrooms be arranged in such a way that whenever needed, furniture can be 

moved around for different grouping patterns without much effort and noise. Classrooms should 

not be cramped or confining at all. Learners with refugee experiences who have spent their time 

in prison or a dark, cramped room for long periods of time may feel uncomfortable or scared 

(CCVT, 1995). Some other suggestions are making the classroom open and bright by leaving 

blinds, curtains, and classroom doors open as long as possible and encouraging learners to 

organize the classroom depending on how they would like the classroom to look (CCVT, 1995). 

School-based environments may remind them of negative experiences in their homeland and 

may have detrimental effects. Psychologist Dr. Y. de Andrade (as cited in British Columbia 

Ministry of Education, 2015) has suggested that dark hallways, the presence of police, fire and 

earthquake drills, certain body language and gestures, use of masks, and the burning of 

firecrackers are some of the anxiety triggers to be avoided or minimized as much as possible 

when arranging the classroom. 

 

Unit Themes and Activities 

 

Themes and classroom activities are equally important for instructors to take into account during 

lesson preparation. Activities should be planned such that learners feel comfortable and their 

motivation to learn the language and their self-esteem is promoted. Based on the school’s 

policies, trips can be arranged. Field trips can be very interactive and motivating events that 

provide learners with opportunities to explore their community through activities, such as a 

scavenger hunt, and learn from each other in the group as well as from the members of the 

community. Learners have the opportunity to mingle around in a non-threatening environment. 

They can talk freely, share ideas, and perform or see others perform daily chores. Field trips can 

be esteem-building exercises and learners can be given the opportunity to plan and organize such 

trips (CCVT, 1995). In addition to such field trips, topics, such as foods from around the world, 

learners’ countries of origin, and home remedies be included (CCVT, 1995). Learners can be 

asked to bring and share dishes from their culture and give a presentation on the dishes they 



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share with their classmates. These activities can lead to learners feeling confident and free to talk 

about topics of interest, which may provide motivation and encourage participation. Adult 

learners with refugee experiences bring to classes various skills, such as cooking, carpentry, 

farming, and salesmanship, and these activities can also be included in class. EAL instructors can 

encourage these learners to share their skills with other learners and instructors. This may help 

learners feel proud of themselves, which eventually leads to their increasing motivation to attend 

classes, learn the language, and socialize gradually at the same time.  

 

 Against some anxiety triggers, anxiety buffers can be created. Surprise activities can be 

avoided, and instructors can provide learners with a schedule that is regularly followed in class. 

Learners should be advised well in advance in case a change is going to take place in class. 

Changing daily routines and schedules is a sign of unstable situations that learners with refugee 

experiences have already experienced, and this may trigger fear, which may discourage learners 

from attending classes. Posting daily schedules on the board and notifying learners ahead of time 

in case of a major deviation from the set schedule (Cole et al., 2005), introducing limited amount 

of tasks at a time or on a day, using group work so that attention is not drawn towards a single 

learner, and familiarizing learners with some sounds that are sometimes heard at school are some 

of the ways to reduce refugee learners’ fear of unexpected change.  

 

Testing and Assessment 

 

Testing is an integral part of learning, and it assesses instructors’ teaching and learners’ learning, 

which is based on the assessment purpose: assessment for learning, assessment as learning, or 

assessment of learning (Khatri, 2014). It is important that learners be assessed on the same 

subject in a variety of ways so that no learners are left behind in their assessment, as these 

learners can prove their learning in a variety of ways. EAL instructors can take into consideration 

that the purpose of assessment is to improve learner learning and that clear communication, 

without any surprises, be carried out among learners. At the same time, it is essential that 

assessment not be tough and tiring, and that it not discourage learners from using the language. 

Post assessment discussion is important for EAL instructors to carry out with learners with 

refugee experiences to make sure assessment needs meet the needs assessment carried out at the 

beginning of the course and learners are motivated to continue their language learning. Self-

assessment can also be an excellent way to assess learners, as it helps them reflect on their 

learning process and be responsible for their own learning.  

 

Conclusion 

 

Learners with refugee experiences may have escaped from war-torn countries and armed 

conflicts, perhaps lost family members and friends, and possibly endured torture and violence. 

When these adult learners with refugee experiences turn to EAL classrooms, instructors should 

be aware of their situations and create conditions in which learners feel welcome and safe, 

whereby these learners can see a positive future for themselves and their families. Some learners 

with refugee experiences may have escaped persecution, and conflict and undergone subsequent 

experiences in refugee camps and severe adversity in the journey to their new home, so these 

learners may be overly dependent on their instructors in the beginning. However, EAL 

instruction can be carried out such that learners gradually move towards independence and self-



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BC TEAL Journal Volume 1 Number 1 (2016): 82-90 

sufficiency. EAL instructors can be aware of the strengths and needs of learners with refugee 

experiences and provide EAL instruction accordingly. EAL instructors can thus consider the 

refugee experience and the acculturation process that these learners may go through before 

planning or delivering their lessons. 

 

Acknowledgements 

 

The author extends his sincere thanks to the BC TEAL Journal editorial team and the anonymous 

reviewers for their insightful feedback and support in bringing this article to publication. 

 

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