The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box. Due to the lack of widespread studies on the existential crisis of this population group, our understanding of what transpires during these phases has been rather insubstantial. There are also concerns regarding the decision-making abilities of various stakeholders about pre-resettlement educational provisions for these youths, where the severity of their interrupted formal schooling would have been overlooked. Considering such occurrences, this monograph delves deep into the pre-resettlement educational experiences of a generation of untapped potential from the Myanmar Chin ethnic group in Malaysia, where we attempt to address existing concerns and emerging issues through longitudinal research, analysis, and a series of educational initiatives.

This monograph uses an ecological framework to illustrate the complexity of the education ecosystem for refugee youths during phases of transition. It also highlights the significance of a safe, secured, and sustainable informal education system during crucial or emergency times. In particular, the book examines the language learning opportunities and literacy practices, within the premises of sociopolitical, socioeconomic, and sociocultural dynamics, which have shaped the agencies of these students and volunteer teachers who work with them.

The monograph further provides recommendations for assisting refugee learners and volunteer teachers in language and literacy education. A multitude of other potential approaches to enhancing the language, literacy, and overall educational development of refugee youths are proposed, with a focus on empowering them as active agents in their learning journey. This book will be of interest to educators, language practitioners, academics, and stakeholders engaged in the provision and development of refugee education, especially in a pre-resettlement and transitional context.

The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box. Due to the lack of widespread studies on the existential crisis of this population group, our understanding of what transpires during these phases has been rather insubstantial. There are also concerns regarding the decision-making abilities of various stakeholders about pre-resettlement educational provisions for these youths, where the severity of their interrupted formal schooling would have been overlooked. Considering such occurrences, this monograph delves deep into the pre-resettlement educational experiences of a generation of untapped potential from the Myanmar Chin ethnic group in Malaysia, where we attempt to address existing concerns and emerging issues through longitudinal research, analysis, and a series of educational initiatives.

This monograph uses an ecological framework to illustrate the complexity of the education ecosystem for refugee youths during phases of transition. It also highlights the significance of a safe, secured, and sustainable informal education system during crucial or emergency times. In particular, the book examines the language learning opportunities and literacy practices, within the premises of sociopolitical, socioeconomic, and sociocultural dynamics, which have shaped the agencies of these students and volunteer teachers who work with them.

The monograph further provides recommendations for assisting refugee learners and volunteer teachers in language and literacy education. A multitude of other potential approaches to enhancing the language, literacy, and overall educational development of refugee youths are proposed, with a focus on empowering them as active agents in their learning journey. This book will be of interest to educators, language practitioners, academics, and stakeholders engaged in the provision and development of refugee education, especially in a pre-resettlement and transitional context.

The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box. Due to the lack of widespread studies on the existential crisis of this population group, our understanding of what transpires during these phases has been rather insubstantial. There are also concerns regarding the decision-making abilities of various stakeholders about pre-resettlement educational provisions for these youths, where the severity of their interrupted formal schooling would have been overlooked. Considering such occurrences, this monograph delves deep into the pre-resettlement educational experiences of a generation of untapped potential from the Myanmar Chin ethnic group in Malaysia, where we attempt to address existing concerns and emerging issues through longitudinal research, analysis, and a series of educational initiatives.

This monograph uses an ecological framework to illustrate the complexity of the education ecosystem for refugee youths during phases of transition. It also highlights the significance of a safe, secured, and sustainable informal education system during crucial or emergency times. In particular, the book examines the language learning opportunities and literacy practices, within the premises of sociopolitical, socioeconomic, and sociocultural dynamics, which have shaped the agencies of these students and volunteer teachers who work with them.

The monograph further provides recommendations for assisting refugee learners and volunteer teachers in language and literacy education. A multitude of other potential approaches to enhancing the language, literacy, and overall educational development of refugee youths are proposed, with a focus on empowering them as active agents in their learning journey. This book will be of interest to educators, language practitioners, academics, and stakeholders engaged in the provision and development of refugee education, especially in a pre-resettlement and transitional context.

The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box. Due to the lack of widespread studies on the existential crisis of this population group, our understanding of what transpires during these phases has been rather insubstantial. There are also concerns regarding the decision-making abilities of various stakeholders about pre-resettlement educational provisions for these youths, where the severity of their interrupted formal schooling would have been overlooked. Considering such occurrences, this monograph delves deep into the pre-resettlement educational experiences of a generation of untapped potential from the Myanmar Chin ethnic group in Malaysia, where we attempt to address existing concerns and emerging issues through longitudinal research, analysis, and a series of educational initiatives.

This monograph uses an ecological framework to illustrate the complexity of the education ecosystem for refugee youths during phases of transition. It also highlights the significance of a safe, secured, and sustainable informal education system during crucial or emergency times. In particular, the book examines the language learning opportunities and literacy practices, within the premises of sociopolitical, socioeconomic, and sociocultural dynamics, which have shaped the agencies of these students and volunteer teachers who work with them.

The monograph further provides recommendations for assisting refugee learners and volunteer teachers in language and literacy education. A multitude of other potential approaches to enhancing the language, literacy, and overall educational development of refugee youths are proposed, with a focus on empowering them as active agents in their learning journey. This book will be of interest to educators, language practitioners, academics, and stakeholders engaged in the provision and development of refugee education, especially in a pre-resettlement and transitional context.