• RefugEAP Case Study: Developin...

Treffer: RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students

Title:
RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students
Language:
English
Authors:
Deirdre McKenna (ORCID 0009-0002-2918-0132), Aleks Palanac (ORCID 0000-0001-5469-9433)
Source:
Journal of Interactive Media in Education. 2025 2025(1).
Availability:
Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Peer Reviewed:
Y
Page Count:
15
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Secondary Education
Descriptors:
Refugees, English for Academic Purposes, Teaching Methods, Trauma, Second Language Learning, Second Language Instruction, Barriers, Access to Education, Higher Education, College Second Language Programs, Action Research, Course Evaluation, Instructional Design, Independent Study, Decision Making, Health Services, Counseling Services, Social Justice, Foreign Countries, Universities, Program Development, Online Courses, College Preparation
Geographic Terms:
United Kingdom (Leicester), United Kingdom (Leeds)
Entry Date:
2025
Accession Number:
EJ1463773
Database:
ERIC

Weitere Informationen

Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the RefugEAP programme -- a free, online, pre-university academic English and skills course for the RBS cohort. The programme has been informed by Social Justice, Connected Learning in Crisis (CLiC) and Trauma-Informed Pedagogy (TIP) principles, making it unique within the English for Academic Purposes (EAP) sector. This Scholarship of Teaching and Learning (SoTL) case study employed an action research approach (Dickens & Watkins 1999) to course development and evaluation, drawing from qualitative data from students and tutors, as well as observations from course designers, to evaluate the course, inform changes and assess impact. This paper outlines the design of the course, including theoretical underpinnings, and how a collaborative approach to feedback led the review process for its second iteration. The outcomes indicate that this EAP course was well-placed to meet a gap in provision for RBS, and that careful consideration was needed in areas including independent study practices, student decision-making and pastoral support.

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