Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education
05 August 2021
Refugee REACH director Sarah Dryden-Peterson of the Harvard Graduate School of Education writes about two mobilities that emerge through her team’s work on refugee education: cognitive mobility and temporal mobility.
These have broad relevance for what, how, and why children and young people learn, including as related to language in education. Aspirations for these mobilities emerge from refugee young people’s experiences of uncertainty, placemaking, and future-building. She explores each of these three themes in turn after some brief background on refugee education vis-à-visa language.
Her essay, “Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education,” is part of a set of perspective pieces featured in the latest issue of the Modern Language Journal. The journal is devoted to research and discussion about the learning and teaching of foreign and second languages.
Citation (APA): Dryden-Peterson, S. (2021). Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education. The Modern Language Journal, 105(2): 590-595.