There has been growing awareness that refugees profit from being involved in meaningful activities soon after arriving in their new country of residence. Learning the language of the host country seems to be a priority of many initiatives. Yet, in countries like the Netherlands, highly educated refugees might benefit more from initially improving their academic English, as this provides access to higher education and allows them to (re)enter professional life. Drawing on a small-scale needs analysis, this case study showcases the design and implementation of pedagogic tasks that intend to support refugees learning English in the Netherlands for academic or professional purposes.
|Title of host publication||The Cambridge Handbook of Task-Based Language Teaching|
|Editors||Mohammad Ahmadian, Michael Long|
|Publisher||Cambridge University Press|
|Number of pages||13|
|Publication status||Published - 2021|