English pedagogy for refugees: A project of University outreach

Abstract

The pedagogical process of English for the sustainability of refugees, as part of a program of outreach linking the university with the community, was analyzed. The analysis is centered on the teaching of English for Specific Purposes, the Communicative Approach to language teaching, the Humanistic Theory, the Historical-Cultural Approach by Lev Vygotsky, and Liberating Pedagogy. A population of 15 student-refugees who attended English lessons in the period from April to September 2016 was studied, as well as 5 students from the School of Applied Linguistics who worked as English teachers. The hermeneutic-dialectic, structural-functional-systemic, analytic-synthetic, and manual percentage methods were used in a mixed methodological approach (quantitativequalitative). The results revealed the necessity to organize the pedagogical process of English for refugees so that they can achieve their resettlement and integration into society.