Abstract
Rohingya people being sheltered in East Aceh, Indonesia, are taught English to prepare them for their future resettlement in Western countries; these countries are as determined by the United Natio...
Highlights
The Province of Aceh has become a refuge of last resort for stateless Muslim Rohingya people fleeing targeted violence and persecution in Myanmar’s Western Rakkain state of Arakan (Lindblom, Marsh, Motala, & Munyan, 2015)
The local immigration office collaborates with the United Nation High Commissioner for Refugees (UNHCR) for legal protection, while logistics, medical treatment, and food supplies are provided by International Organization Migration (IOM), other partners, and nongovernmental organizations (NGOs)
This section answers the first research question that inquires about the classroom environment as supporting condition in the process of teaching and learning English for the Rohingya refugees and their mentors
Summary
The Province of Aceh has become a refuge of last resort for stateless Muslim Rohingya people fleeing targeted violence and persecution in Myanmar’s Western Rakkain state of Arakan (Lindblom, Marsh, Motala, & Munyan, 2015). Based on data from the office of Langsa Immigration in 2015, there were 290 Rohingya refugees at four camps located in East Aceh, Langsa, and North Aceh. The local immigration office collaborates with the United Nation High Commissioner for Refugees (UNHCR) for legal protection, while logistics, medical treatment, and food supplies are provided by International Organization Migration (IOM), other partners, and nongovernmental organizations (NGOs). Language barriers are a key problem faced by these organizations as the majority of the Rohingya refugees cannot speak Indonesian or English. A few have the ability to understand basic English, this is of limited benefit for the majority of Rohingya at the camps
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