Ukraine: Welcoming children in exile

Not easy, not being able to communicate with words, with little English references from adults, with the help of digital translation, or by chance with a translator, translator.
We need to find the resources, already believing in our humanism, the values ​​that compel us to choose this kind of job. Welcoming, hospitality, mutual assistance is an idea derived from the values ​​of the Republic that we transmit and even better that we can bring to life: brotherhood in action. All the children in the already formed group can prepare for it with the help of an adult, facilitator, teacher, Atsem, director or director, CPE … the whole education community will be able to find the words that allow it to be reflected. Conflict, on these consequences on children, but also on economic life, on peace in Europe, on the trajectory of migration and what motivates them.
Welcoming also means moving towards the other, considering this arrival as intercultural mutual prosperity. This is an opportunity to open up to the world.
Thus, if teachers are concerned about acquiring knowledge properly, the program that will be followed, it is important to reassure them by mentioning what we know about language learning.
It is important for everyone to understand the long process of language acquisition, which is characterized by the following:
– Language acquisition is a dynamic process: from speaking to writing and comprehension to production;
– Learning a second language depends on the language (s) already acquired; These languages ​​are a lever for learning French and should not be underestimated or rejected (multilingual assessment);
– Errors are part of learning and language difficulties are only temporary. They are associated with students’ language characteristics (linguistic interference, interlingual);
– A large part of the acquisition of a language is non-formal education (outside of any structured education), especially in immersion situations;
– There is still an imbalance in the mastery of language activities among students (verbal perception / written perception / oral production / written production). A
An exiled child sometimes does not express himself verbally for long weeks, it is associated with this process of acquiring a second language. To facilitate learning, there is a lot of help available both in the educational resources available online and in seeking humanitarian assistance. These resources must be easily accessible to those who welcome refugees.
Each academy has a CASNAV (Academic Center for the Education of Allophone Students) and UPE2A systems have been established in schools and EPLEs, with an undeniably insignificant number, but it is necessary to find out if the available space still exists. This is a mission of the supervisory staff. In the face of repeated geopolitical, social and climate crises, the maps of these systems need to be redesigned to better cover the region and better succeed in schooling and socializing the children involved.

Remember that non-verbal communication can send a lot of messages, warmth, reassurance. And we must demand that the professionals who are facing the consequences of the war in Ukraine be with them. This is an educational issue that has its place in social conversation organizations.

For the future:

Réseau Canopé (and CLEMI) and helps you understand the conflict, How do you talk about war with students?

Other resources provided by Canopy Network

Our article on helping Ukrainian refugees with secular solidarity: https://www.unsa-education.com/article-/aider-le-peuple-ukrainien-lunsa-education-soutient-laction-de -secular-solidarity /

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