Page 27 - ELG2404 April Issue 489

FEATURE
I course, Thai authorities may have ulterior development of learning plans; however,
recently came across an insightful article
in the Gazette regarding Professor Hayo
motives in discouraging the learning of
given volunteers’ often limited training,
Reinders’ guidance on English language
Thai. Yet, notwithstanding the political
such initiatives remain challenging. At any
teaching for refugees. While its focus is
seemingly on Western educational settings, nature of language choices, the resilience rate, Prof. Reinders outlines these pedagogic
principles, highly applicable to volunteering
and community spirit evident in these
the guidance is transferable, especially when camp-schools’ curricula remain encouraging. in Thailand:
we consider the complex situation unfolding 1. Relevant: include language topics
in the nine refugee camps along the Applying Professor Reinders’ guidance relevant to life in a Thai refugee camp,
Thailand-Myanmar border. Thai law prohibits NGO staff from teaching such as getting involved in NGO-led
To provide some context: Myanmar’s English in refugee camps, however, sporting opportunities, navigating the
history has been turbulent. From the numerous schools in the less isolated camps camp, or shopping for groceries.
prolonged rule of a military junta from 1962 employ native English-speaking teachers as 2. Situated: facilitate activities within
to 2011 – pushing numerous ethnic minorities volunteers regardless. These teachers live meaningful situations, like visiting a
to neighbouring countries – to a hopeful among the refugees without proper permits local-craft workshop, role-playing, or
period of democratisation under Aung San and, despite risking fines and deportation, project-based learning; students learn
Suu Kyi, the country has been marked by clandestinely teach English while evading the best by doing.
upheavals. Most recently, in February 2021, Thai authorities. Valuable teaching advice 3. Social: incorporate daily rhythms and
the military overthrew the democratically for readers contemplating such volunteering group activities into lessons – ideally
elected government, triggering a devastating opportunities is now provided via application utilising students’ Karen and Karenni
civil war that has left approximately 1.95 of Prof. Reinders’ guidance (as found in backgrounds – to convey a sense of
million Burmese displaced. Supporting Refugees). After all, many teachers normality while promoting collaboration
Thailand hasn’t remained untouched, feel ill-prepared to deal with refugees’ and communication.
with refugees pouring in; countless face uniquely challenging needs – educational, 4. Affective: emphasise emotional skill-
vulnerability and are forced into exploitative social, and affective – with specialised development and self-care to mitigate
situations. Most shockingly, about 200,000 training in short supply, too. students’ anxiety, frustration, and lack
children lack access to formal education Learning the global lingua franca is of confidence stemming from the camp’s
despite the efforts of Migrant Learning highly beneficial for Karen and Karenni prison-like conditions and limited career
Centres operating on the fringes of legality. refugees, enhancing their self-worth and opportunities.
While the challenges for displaced Burmese dignity as well as employability. However, 5. Scaffolded: reduce students’ cognitive
migrants resonate with those of ethnic certain challenges need considering, load and help them understand (and
minorities in Thailand’s refugee camps, such as limited literacy, L1 interference participate) in lessons by simplifying
this article focuses specifically on refugee from multiple heritage languages, limited instructions, using gestures, signposting,
education within the camps that house resources, interrupted schooling, gaps slowing your pace, and repeating
predominantly Karens and Karenni. in foundational knowledge, a scarcity of language; especially important given
native English speakers for communicative refugees’ often limited literacy.
The complexities we can’t ignore practice, and anxiety or depression relating 6. Empowering: Slowly introduce avenues
Diving into Thailand’s refugee camps to imprisonment within the camp. for students to self-regulate. Allow them
reveals a challenging landscape for The literacy challenges are echoed to take ownership over their learning
education. Here, refugees grapple with strict by Prof. Reinders who quotes a group of and academic achievements. This fosters
regulations that not only prevent them refugee women from Myanmar as saying: independence and resilience, and is
from leaving but also hinder their access to ‘We are not literate. We cannot give them highly empowering.
quality education. [children] that support.’ Moreover, serious
The hurdles are multifaceted, and while financial worries, limited career options, Supporting Karen, Karenni, and other ethnic
infrastructure and resources are limited, and outmoded gender norms, all serve to minority students in Thailand’s refugee camps
it’s the bureaucratic barriers which truly reduce students’ motivation, and ability, demands a variety of skills, in other words,
disempower refugees’ learning opportunities. to learn English. As a volunteer, you with flexibility and empathy being especially
After all, many students find themselves too will face emotional challenges when key for volunteers. By adapting your teaching
caught in accreditation challenges, making hearing about students’ traumatic pasts and methods and adopting Prof. Reinder’s
transitions into Thai or Myanmar formal should seek to discuss such experiences in principles though, you can significantly help
educational systems all but impossible, and safe spaces. some of Southeast Asia’s most vulnerable
native English-speaking teachers with whom In navigating such complexities, Prof. English learners and make a positive
to practice English are technically barred Reinders’ provides highly applicable difference to their lives.
from the camps, too. The complexities of guidance. Firstly, it’s vital to approach
high teacher turnover due to low salaries refugee education with respect. Framing
and poor training add to the challenges and, learners as vulnerable or requiring charity
unsurprisingly, many young people prioritise is both diminishing and unhelpful. Try, William Grice is an MEd
earning a living over further education in this instead, adopting an asset-based approach TESOL graduate with
context. whereby your classes’ quirks and challenges a passion for education
However, despite everything, there’s a are reframed as assets, with self-worth and and profound belief in
glimmer of community-driven curriculum agency ultimately promoted. Highlighting its transformative power.
success. Rather than imposing Thai, the students’ rich cultural and linguistic Equipped with a CELTA
host language, to assimilate, educational backgrounds in Mon, Kuki-Chin, and and practical teaching experience in Vietnam,
authorities within the camps are permitted Skaw-Karen is one way of achieving this, he has honed his pedagogy, always driven
to teach heritage languages, generally as is celebrating their creativity, resilience, by language’s ability to connect people.
Skaw Karen, alongside English and other and adaptability as refugees. Holistically Committed to fostering communicative
subjects, albeit via somewhat old-fashioned integrating problem-solving, emotional competence through an innovative approach,
teaching methods. Admittedly, communities intelligence, and cultural understanding into William seeks to empower his students, unlock
not proficient in Skaw Karen, such as literacy development is also beneficial. their potential, and shape a brighter future
the Tenasserim and Mon among others, Ideally, a systematic assessment of learner through the realm of education.
are facing increased dropout rates and of needs would be carried out, enhancing the
editorial@elgazette.com 27