The reading literacy skill among syrian displaced children.pptx

the reading literacy reading skills among syrian displaced children; problems and proposed solutions

1. The Literacy Reading Skill in Syrian Displaced Children: Problems and Proposed Solutions Presented By: Mouyad Al-Ekhwan Supervisor: Prof. Ahmad Hasan Al-Ba'ath University| 2024

2. This study investigates the English language learning experiences of displaced Syrian children in Idleb. Through a mixed-methods approach, it explores the challenges, motivations, and strategies affecting children’s literacy . Findings reveal significant barriers influenced by emotional and social well-being but also a resilient desire to improve. The study concludes with pedagogical recommendations for inclusive, and supportive learning environments. Al-Ba'ath University| 2024 Abstract 1

3. Al-Ba'ath University| 2024 Introduction 2 The present study investigates the English language learning experiences of displaced Syrian children alongside their peers in Idleb, set against the backdrop of displacement and educational disruption.

4. Objectives Al-Ba'ath University| 2024 The current study aims at examining EFL literacy learning among displaced children. Objective 1 It seeks to provide solutions for both, teachers and parents of illiterate children who are learning English as a foreign language to overcome this dilemma. Objective 2 3 Objective 3 The study aims at highlighting the possible reasons which led those children to be illiterate in English and what can be done to motivate them to get along with their peers at school of the host community.

5. Literary Review 1 2 3 This review covers key theories that attempt to account for reading literacy in English as a foreign language including Cognitive-Constructivist Theory, Schema Theory, Psycholinguistic Theory, Social Constructionism, Transactional Theory, and Theory of Automatic Information Processing. The theories are emphasized for their relevance to the understanding of literacy among displaced populations. They emphasize the multifaceted nature of reading as influenced by cognitive, cultural, and social factors. Al-Ba'ath University | 2024 4

6. Research Questions 1 2 3 How does the proficiency level in the students' native language (Arabic) impact their reading literacy skills in English? What role does exposure to English language input, both inside and outside the classroom, play in the development of reading literacy? How do teaching methodologies and classroom practices influence students' reading abilities in a foreign language? Al-Ba'ath University | 2024 5 4 What are the attitudes, motivation, and socio-cultural factors that may influence the reading literacy of Syrian children learning English as a foreign language?

7. Sample of The Study Al-Ba'ath University | 2024 Questionnaires The questionnaire was administered to a total of 50 Syrian displaced and host community children, who form the core group of respondents for this study. The participants' ages ranged from 10 to 13 years, with an average age of 11.3 years. The sample consisted of 50% females and 50% males. Most of the respondents were enrolled in grades 5 to 6, reflecting a diverse age range within the targeted school-age population. On average, participants had been studying English as a foreign language for 3.6 years. Interviews The interview sample comprised 15 children, representing both displaced and host communities in Idleb, who are actively engaged in the fifth and sixth grades in primary schools. Additionally, insights were gathered from in-depth interviews with 8 teachers possessing varied teaching experiences, including expertise in language instruction, and working with diverse student populations. 6

8. Methodology Employing a mixed-methods approach, this study integrates quantitative data from structured questionnaires with qualitative insights from interviews with students and teachers, aiming to provide a comprehensive understanding of literacy challenges and strategies among displaced Syrian children. Al-Ba'ath University | 2024 Qualitative Method The qualitative nature of interviews offers a unique opportunity to explore diverse perspectives, nuanced challenges, and potential strategies that may not be fully captured through quantitative data alone. Quantitative Method The questionnaire serves as a fundamental tool to investigate the complex interaction between linguistic competence, reading habits and attitudes among Syrian children who learn English as a foreign language. 7

9. Implementation Phase 1 Questionnaire and interview implementation. Al-Ba'ath University | 2024 Phase 2 Transcription and organization of data. Phase 3 Thematic analysis and code framing. Phase 4 Data triangulation, interpretation and synthesis . 8 Phase 5 Data visualization.

10. Questionnaire Thematic Analysis & Synthesis Al-Ba'ath University | 2024 9

11. Intervies Thematic Analysis Al-Ba'ath University | 2024 10

12. Findings The analysis reveals varied proficiency levels among displaced children, with emotional and social well-being significantly impacting their learning. Despite these challenges, there is a notable determination among students to overcome barriers and improve their language skills. Al-Ba'ath University| 2024 11

13. Questionnaire Findings: Al-Ba'ath University| 2024 12 Demographics : The balanced representation across ages, genders, and grades between displaced and host community children sets the stage for understanding the varied experiences in language learning . Proficiency in Arabic and English: Both groups demonstrated a range of proficiency levels in Arabic and English, with notable portions struggling particularly in English proficiency. This variability underscores the heterogeneity within the target populations . Reading Habits and Strategies : Most children, irrespective of their background, engage in reading to some extent, with a preference for narrative genres like adventure and fantasy stories. However, the strategies for dealing with unfamiliar words in English varied, suggesting different levels of adaptive learning techniques.

14. Interview Findings Al-Ba'ath University| 2024 13 Language Difficulty (LD) : Children frequently discussed their challenges with English vocabulary and reading fluency, echoing the quantitative findings about language struggles. Emotional Struggle (ES) : Many students expressed feelings of frustration and isolation due to their language barriers, highlighting the emotional dimension of their learning experiences. Resilience Amidst Challenges (RC) : Despite the difficulties, several narratives of determination and improvement emerged, showing a resilient spirit among the learners. Need for Supportive Environment (SE) : The importance of teacher support and inclusive classroom environments was a recurrent theme, indicating its crucial role in facilitating language learning

15. Answers to Research Questions 1 2 3 Reasons for Illiteracy in English: The study identified various reasons contributing to English illiteracy among displaced children, including limited access to quality education, psychological challenges due to displacement, and insufficient language support. Motivational Factors: It was found that children are motivated by a range of factors, including a general interest in stories, a desire to communicate, and aspirations for academic success. Recognizing and leveraging these motivations can be key in encouraging English language learning. Solutions for Teachers and Parents: For teachers, the study suggests employing differentiated instruction techniques and providing emotional and psychological support in the classroom. For parents, encouraging engagement with children's reading activities and fostering a positive language learning environment at home are crucial. Al-Ba'ath University | 2024 14

16. Pedagogical Implications Al-Ba'ath University| 2024 15 Differentiated Instruction: Given the varied proficiency levels and learning styles, teachers should employ diverse and adaptive teaching strategies to cater to individual learner needs. Emotional and Psychological Support: Schools and educators should integrate mechanisms for addressing the emotional aspects of language learning, particularly for displaced children facing the dual challenges of adaptation and literacy development. Cultural Sensitivity: Teaching materials and approaches need to be culturally sensitive and relevant, bridging the learners' native cultural background with the new language context.

17. Al-Ba'ath University| 2024 16 Conclusion This research highlights the resilience and potential of displaced Syrian children in overcoming literacy challenges.

18. Longitudinal Studies : Future research should look into the long-term language development of displaced children, tracking changes over time to better understand the impact of different learning environments and strategies. Intervention Efficacy : Investigate the effectiveness of various instructional interventions, support programs, and parental involvement strategies in improving literacy outcomes. Recommendation for Future Research Al-Ba'ath University| 2024 17 Broader Cultural Studies : Further studies could explore how cultural, societal, and economic factors influence language learning among displaced populations, potentially comparing different displacement contexts.

19. THANK YOU Presented By : Mouyad Al-Ekhwan Al-Ba'ath University | 2024