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This study examined the experiences of Sudanese refugees undertaking English language, literacy and numeracy classes. It also identified classroom management practices that are ‘working well’ and enabling teachers to address the needs of Sudanese adult learners.
- Sudanese settlers in Australia are culturally and linguistically diverse. Many have been denied access to formal education as a result of years of conflict and therefore are at a low starting point. Because they come from a highly oral cultural background, they have well-developed informal learning strategies that can be utilised as a ‘way in’ to English language learning.
- Programs requiring concurrent development of speaking, listening, reading, writing, numeracy and learning skills may constitute too great a learning burden for Sudanese learners. Greater flexibility in course content and outcomes to enable learners to concentrate initially on oral English language skills may provide a better strategy.
- Greater emphasis needs to be placed on the teaching of numeracy. Inadequate attention to numeracy may disadvantage learners when accessing work opportunities or entering vocational education and training.
- The teaching of Sudanese refugees would work better if: registered training organisations
- provided teachers with relevant background information on the Sudanese students
- class sizes were reduced from 15 to ten students per teacher for these learners
- Sudanese learners could be taught separately from learners from other backgrounds.
- English language programs developed in consultation with the local Sudanese community and learners and linked to an immediate resettlement need or vocational purpose have been successful models of delivery for this learner population.
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