DOI
https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371Keywords
SLIFE , limited instruction , lexical problems , cultural difficulties , family factor , anticipation , culturally sensitive approach , customization , contexts , shared learning , ICF , MALPAbstract
This article examines the challenges of students with limited or interrupted formal education (SLIFE), including lexical and cultural difficulties, and the impact of family problems and low expectations on their educational experiences. Strategies for improving SLIFE instruction are discussed, including culturally responsive teaching and the use of approaches such as the Intercultural Communication Model and the Mutually Adaptive Teaching Model. It also offers personalized learning techniques, increased access to educational resources, and strengthened connections with students and their families to create a supportive learning environment that will help SLIFE succeed on a par with their formally educated peers.
References
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DeCapua, Andrea. “Reaching Students with Limited or Interrupted Formal Education through Culturally Responsive Teaching.” Language and Linguistics Compass, vol. 10, no. 5, 28 Apr. 2016, pp. 225–237, https://doi.org/10.1111/lnc3.12183.
Valero, Diana, et al. “Immigrant students with limited or interrupted formal education: The influence of high expectations and adult role models on educational inclusion.” Annual of Social Work, vol. 29, no. 2, 31 Jan. 2022, pp. 265–283, https://doi.org/10.3935/ljsr.v29i2.370.
