'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic

This article discusses the language needs analysis which informed the development of a beginner Arabic language course for Scottish primary education staff who work with Arabic-speaking refugee children and families. Interviews and focus group were carried out with: Scottish educators; Arabic-speaking refugee children; and parents/carers. They highlighted the following language needs for the course: (a) language for hospitality; (b) language for wellbeing; and (c) language for school. In this article we highlight the language needs as identified by refugee pupils and their families and we start a discussion on the importance of teaching a refugee language within formal educational settings

Welcoming Languages

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Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process

In this article we discuss the outcomes of a project which taught Arabic as a ‘refugee language’ to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff’s own practice, and on the wider school community. We list a set of recommendation to expand the languages spoken and taught in educational contexts