Preventing ESL through resiliency enhancement
jeudi 12 novembre 2015, par
Research show that students resiliency enhancement could help preventing ESL. Some methods are shown which are commonly used to boost resilience, with the aim of ESL prevention.
Resilience is generally understood as a set of personal characteristics or factors that assist the individual in overcoming hardship. The resiliency paradigm assumes that resilience basically exists in every individual and it is the result of healthy human development. Hence, it is understood that resiliency does not just happen rather it is a result based on the adults’ care, support and love. (Arastaman and Balci, 2013). Resiliency in young people, for instance, is distinctively visible is the transition from primary to secondary school, which, unfortunately, for some pupils is linked to negative educational, social and emotional outcomes (Bailey and Baines, 2012). Therefore steps should be taken to boost resilience in children and youths because resilient young people are less likely to leave school after a certain disruption compared to youth who are less resilient. (cf. McMillan and Reed, 1994 ; Wasonga, 2002 ; Prince-Embury, 2011)
Some successful programmes aiming to boost resilience already exist. One of them is the Out-of-school time (OST) programme which offers a unique opportunity to provide educational support to high-risk children and youths (Anthony et al., 2009). Resiliency can also be promoted in schools, on the level of classroom learning methods, peer relations etc. (Krovets, 1999). Fostering resiliency through “developing and supporting schools that insist that each student is known by adults, is supported to achieve at a high level, and is aware that she or he is a valued member of the school community” (ibid., 123) is expected to have a positive effect on decreasing ESL.
A set of different measures, proven to be successful in these programmes, is presented, to help teachers boost resiliency and consequently decrease risk of ESL in their classrooms, such as : building and maintaining the academic skills of at-risk children, positive expectations and active children participation and others.
Forthcoming
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