Abstract
The present study concerns the difficulties refugee students are facing in their literacy development while attending English lessons in preparatory afternoon classes (DYEP) in Greek primary schools..Within the framework of this study, a number of factors that affect their learning are explored and suggestions for further assistance are sought. The lack of resources from international literature concerning specific literacy programs on refugees education is the gap that this work aims to explore and design a syllabus with useful tips on how to develop refugees’ reading and writing skills right from the beginning of their study of the English language.Τhe research is conducted through mixed methods approach by integrating quantitative-qualitative data from questionnaires, interviews and class observation. The data analysis provides information in relation to the problematic areas in refugees’ literacy acquisition. It also discusses certain factors that impede students’ literacy development such as the present curriculum, lack of trained teachers and Mediator’s support as well as students’ insufficient school experience and low degree of parental involvement. The findings of the research have been exploited for the development of a syllabus which is actually the main contribution of this study to refugees’ education and teachers’ work.
