Published
March 8, 2026
| Pages: 321-331 | Views: 142
Abstract
Educators in elementary schools around the world that host and receive refugee children often find themselves not only teaching the local language but also smoothing their path into an unfamiliar culture, reducing mental health distress and advocating for social justice among diverse pupils. While these students may be perceived as “silent,” many possess unused multilingual skills and knowledge due to their varied backgrounds. However, the psychological impact of war and displacement may impede their educational and social integration, particularly in the crucial early months following resettlement. This paper examines research on the benefits of blending arts and translanguaging pedagogies to support refugee children in the first year of school as newcomers. The arts are a universal language, comprised of a unique set of symbols and non-verbal expression often rooted in emotion, which offers a therapeutic medium for students to process their traumatic experiences. Self-portraits are particularly helpful in generating a positive “hybrid identity”, or retaining their culture of origin while forging ahead into their new local lives. Teachers, meanwhile, can encourage students to participate in learning vocabulary through images and to practice translanguaging with similar speakers in class. This practice acknowledges and validates students’ “collective heteroglossia”, inviting them to view their multilingualism as an asset, especially within superdiverse educational settings. Through translanguaging, students are supported in developing translingual selves where their language skills serve as bridges between cultures and advance a sense of belonging. By embracing this dual approach, educators can create classroom “spaces” that honor each child’s linguistic and cultural strengths, ultimately promoting self-efficacy, greater confidence, and an expanded identity.
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Affiliations
Susan Barber
Simon Fraser University
Olessya Akimenko
Simon Fraser University
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