Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
SAGE Open
Editorial Board
Anand Agrawal Associate Professor, College of Business Administration, American University in the Emirates Sarwar Uddin Ahmed Professor, School of Business, Independent University Bangladesh Nii Amoo Senior Lecturer, School of Business, Leeds Beckett University Oana Apostol Postdoctoral Fellow, Department of Accounting and Finance, University of Turku Ahmed Arif Assistant Professor, FAST School of Management, National University of Computer and Emerging Sciences Doinita Ariton Professor, Department of Communication and International Relations, Universitatea Danubius Dieter Bögenhold Professor, Department of Sociology, Alpen-Adria University Alexander Brem Professor, Department of Business, Economics, and Law, Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU) Te Jeng Chang Editor, Journal of Business and Economic Management Wilton Chau Professor, Center for Entrepreneurship, The Chinese University of Hong Kong Caroline D'Abate Associate Professor, Department of Management and Business, Skidmore College Stephanie Dellande Professor, Department of Marketing, Menlo College Jonathan Deutsch Professor, Center for Hospitality and Sport Management, Drexel University Douglas Gilbert Core Faculty, School of Organizational Leadership, University of the Rockies Stephen Gourlay Acting Head of the Department, Department of Management, Kingston University Shane Hodgson Director, Enterprise Transformation Consulting Ltd. Rosalie Holian Associate Professor, School of Management, RMIT University Ajay Jain Professor, Department of Human Behavior and Organization Development Management, Development Institute Gurgaon Rasa Kanapickiene Professor, Department of Finance, Vilnius University
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Subhasree Kar Assistant Professor, School of Management Studies, REVA University Cheryl Lentz Senior Contributing Editor, Walden University Raymond Liu Professor, Marketing Department, University of Massachusetts, Boston Tina Lowrey Professor, Department of Marketing, HEC Paris Jian Ming Luo Assistant Professor, International Tourism and Management, City University of Macau Bassem Maamari Assistant Professor, School of Business, Lebanese American University Nadeem Malik Professor, Department of Commerce, University of Balochistan Richard McGowan Professor, Finance Department, Boston College Lisa McNeill Associate Professor, Department of Marketing, University of Otago Johan Molenbroek Associate Professor, Department of Industrial Design Engineering, Delft University of Technology Jay Nathan Professor, Department of Management, St. John's University Assistant Professor, Department of Mechanical Engineering, Indian Institute of Information Technology, Design & Saurabh Pratap Manufacturing Jabalpur Bing Ran Associate Professor, School of Public Affairs, Pennsylvania State University Harrisburg Peter Ricci Clinical Associate Professor, Hospitality & Tourism Management Program, Florida Atlantic University Bruno Schivinski Visiting Professorship, Programme in business and Marketing, University of Professional Studies Sandra Sellick Evaluation Consultant, Sandra Sellick & Associates Consulting Azeem Syed Assistant Professor, Department of Management Sciences, Yanbu University College Assistant Professor, Department of Quantitative Methods for Management and Economics, ISCTE Lisbon University Paula Vicente Institute Lilya Wagner Director, Philanthropic Service for Institutions, Indiana University Walter Wang Professor, Management Division, Pennsylvania State University H. James Williams President, Mount St. Joseph University Jaana Woiceshyn Professor, Department of Strategy & Global Management, University of Calgary Man Zhang Associate Professor, Department of Management, Bowling Green State University
Jane Abao Department Head, ADD Publications Mariaelena Bartesaghi Associate Professor, Department of Communication, University of South Florida Abu Bhuiyan Professor, Department of Television and Film Studies, University of Dhaka Michael Boyle Professor, Department of Communication Studies, West Chester University Patrice Buzzanell Distinguished Professor Emerita, Department of Communication, Purdue University Patricia Castellanos Lecturer, Department of Communication, Universitat Oberta de Catalunya Yi-Ru Regina Chen Associate Professor, Department of Communication Studies, Hong Kong Baptist University Buroshiva Dasgupta Professor and Mentor, Unitedworld School of Liberal Arts & Mass Communications, Karnavati University Rasha El Ibiary Assistant Professor, Department of Economics & Political Science, Future University in Egypt Ann Bainbridge Frymier Professor, Department of Media, Journalism & Film, Miami University Jacob Groshek Associate Professor, Department of Emerging Media Studies, Boston University Parvaneh Khosravizadeh Assistant Professor, Languages and Linguistics Center, Sharif University of Technology Edward M. Kian Professor, School of Media & Strategic Communications, Oklahoma State University Kanchan Malik Professor, Department of Communication, University of Hyderabad Donghee Shin Professor, School of Media & Communication, Chung-Ang University https://journals.sagepub.com/page/sgo/editorial-board Page 2 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Sheida Shirvani Professor, School of Communication Studies, Ohio University Yotam Shmargad Assistant Professor, School of Information, University of Arizona Prahalad Sooknanan Associate Professor, Foundation Courses, University of Trinidad and Tobago Jeff South Associate Professor, Department of Journalism, Virginia Commonwealth University Sam Usadolo Researcher, Apex Research and Academic Development Institute
Elisabeth Carter Senior Lecturer, Department of Social Sciences, University of Roehampton Sharyn Graham Davies Associate Professor, Department of Social Science & Public Policy Management, Auckland University of Technology Dalibor Dolezal Assistant Professor, Department of Criminology, University of Zagreb Steven Downing Associate Professor, School of Social Science and Humanities, University of Ontario Institute of Technology Ricardo Jacobsen Gloeckner Professor, School of Law, Pontifical Catholic University of Southern Brazil James Greenstone Expert, SEAK Expert Witness Directory Joy Hadwiger Professor, Department of Criminal Justice, Troy University Tim Holmes Lecturer, School of Social Sciences, Bangor University Martha Hurley Associate Professor, Department of Criminal Justice, The Citadel Wesley Jennings Associate Professor, Department of Criminology, University of South Florida Ronald Kramer Senior Lecturer, Faculty of Arts, The University of Auckland Tim Newburn Professor, Department of Social Policy, London School of Economics and Political Science Cynthia O'Donnell US Department of Homeland Security Stephen Owen Professor, Department of Criminal Justice, Radford University Elise Sargeant Lecturer, School of Criminology and Criminal Justice, Griffith University Jennifer Schulenberg Associate Professor, Department of Sociology and Legal Studies, University of Waterloo Manuel F. Zamora Assistant Professor, Department of Security Studies and Criminal Justice, Angelo State University
Patrick Asuming Lecturer, Department of Finance, University of Ghana Sefa Awaworyi Churchill Senior Research Fellow, School of Economics, Finance and Marketing, RMIT University M Balasubramanian Assistant Professor, Centre for Ecological Economics and Natural Resources, Institute for Social and Economic Change M. K. Bashir Assistant Professor, Department of Social Sciences, University of Agriculture, Faisalabad Ioannis Bournakis Senior Lecturer, Department of Economics, Middlesex University Terry Burnham Associate Professor, Argyros School of Business and Economics, Chapman University Zhenhua Chen Assistant Professor, Knowlton School of Architecture, The Ohio State University Enrico Colombatto Professor, Department of Social Economics and Mathematical-Statistical Sciences, University of Turin Sukanya Das Assistant Professor, Department of Policy Studies, Teri School of Advanced Studies
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José María de Ureña Francés Professor, School of Civil Engineers of Roads, Canals and Ports, University of Castilla La Mancha Pablo Dorta-Gonzalez Associate Professor, Department of Economy, Business and Tourism, University of Las Palmas de Gran Canaria Seth Gershenson Associate Professor, Department of Public Administration and Policy, American University Rajeev Goel Professor, Department of Economics, Illinois State University Yevgeniy Goryakin Research Fellow, Norwich Medical School, University of East Anglia Kishor Goswami Associate Professor, Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur Shigeyuki Hamori Professor of Economics, Graduate School of Economics, Kobe University Dionysia Lambiri Visiting Research Fellow, Department of Geography and Environment, University of Southampton Rob Roy McGregor Professor, College of Business, University of North Carolina at Charlotte Peter K. Musyoka Lecturer, Department of Applied Economics, Kenyatta University Atsuyuki Naka Professor, Department of Economics and Finance, The University of New Orleans Franklin Obeng-Odoom Semopr Lecturer, School of Built Environment, University of Technology Sydney Francesco Pastore Associate Professor, Department of Jurisprudence, University of Campania Luigi Vanvitelli Andrew Perumal Associate Professor, Department of Economics, University of Massachusetts Boston Sanzidur Rahman Associate Professor, School of Geography, Earth and Environmental Sciences, Plymouth University Máximo Rossi Professor, Department of Economics, University of the Republic, Uruguay Fadzlan Sufian Professor, Business School, Taylor’s University Navitha Thimmaiah Assistant Professor, Department of Economics & Cooperation, University of Mysore Gladis Villegas Professor, Faculty of Economics and Administrative Sciences, University of Medellín
Tawannah G. Allen Associate Professor, School of Education, High Point University Sara Amani Lecturer, Department of Humanities, Michigan Technological University Dilshad Ashraf Associate Professor, Institute for Educational Development, Aga Khan University Jeffrey Bakken Associate Provost, College of Education, Bradley University Beth Boatright Adjunct Faculty, College of Education, University of Washington Jeffrey Chan Associate Professor, Department of Special and Early Education, Northern Illinois University Regis Chireshe Professor, Quality Assurance and Academic Planning Unit, University of South Africa J. Spencer Clark Assistant Professor, Department of curriculum and Instruction, Kansas State University Marg Csapo Professor Emeritus, Educational and Counselling Psychology and Special Education, The University of British Columbia Kathy-ann Daniel Gittens Education Consultant, KTM Consulting Katia de Freitas Professor, School of Education, Culture and Humanities, Catholic University of Salvador Ellyn Dickmann Adjunct Professor, Institute for the Built Environment, Colorado State University Marilyn Dono-Koulouris Associate Professor, Institute of Core Studies, St. John's University Wendy Drewery Honorary Lecturer, Faculty of Education, University of Waikato Lawrence Duffy Director, Department of Chemistry and Biochemistry, University of Alaska Fairbanks Director of Research and Evaluation and Clinical Assistant Professor of Mathematics, School Mathematics Project, Rice Adem Ekmekci University Arthur Ellis Professor, Center for Global Curriculum Studies, Seattle Pacific University Kitty Epstein Associate Professor, Department of Education, Holy Names University Kathy Evans Associate Professor, College of Education, University of South Carolina Jennie Farmer Assistant Professor, Department of Education and Human Development, Clemson University https://journals.sagepub.com/page/sgo/editorial-board Page 4 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Erica Fernández Assistant Professor, Department of Educational Leadership, University of Connecticut Carla Firetto Assistant Professor, Mary Lou Fulton Teachers College, Arizona State University Lauren Gatti Assistant Professor, Department of Teaching, Learning & Teacher Education, University of Nebraska, Lincoln Reza Gholami Senior Lecturer, School of Education, University of Birmingham Angela M. Gibson Professor, School of Arts and Humanities, American Public University System Drew Gitomer Chair in Education, Graduate School of Education, Rutgers University Brian P. Godor Assistant Professor, Department of Psychology, Education and Child Studies, Erasmus University Rotterdam Cheong Hian Goh Deputy Director, Health Products Regulation Group, Health Sciences Authority John Goss Professor, School of Education & Human Development, Shenandoah University Chris Greer Associate Professor, Department of Foundations & Secondary Education, Georgia College and State University Patricia Hoffman-Miller Associate Professor, Department of Educational Leadershi, Prairie View A&M University S. Jeanne Horst Associate Professor, Department of Graduate Psychology, James Madison University James Hunt Assistant Professor, Deptartment of Family & Consumer Sciences, The University of Arizona Caryn Huss Adjunct Lecturer, Department of Education, Manhattan College Hafiz Muhammad Iqbal Professor, Office of the Vice President for Academic Affiars, Imam Abdulrahman Bin Faisal University James Jacob Professor, Department of Leadership, University of Memphis Marlon James Assistant Professor, College of Education and Human Development Grants and Contracts, Texax A&M University Gloria Johannessen Professor, Department of Curriculum and Instruction, Texas State University Leann Kaiser Assistant Professor, School of Education, Colorado State University Daniel Katz Assistant Professor, Department of Educational Studies, Seton Hall University Hülya KelecioĞlu Professor, Department of Educational Science, Hacettepe University Kriss Kemp-Graham Assistant Professor, Department of Educational Leadership, Texas A&M University Kidwai Khusro Associate Dean, Division of Lifelong Learning, University of Maine Young Chun Kim Department of Education, Chinju National University of Education Eva Klemencic Senior Research Associate, Pedagogical Institute Christopher Klopper Associate Professor, Learning and Teaching Arts, Education and Law Group, Griffith University Victoria Knight Assistant Professor, Department of Special Education, Vanderbilt University Mirka Koro-Ljungberg Professor, Teachers College, Arizona State University Pradeep Kotamraju Bureau Chief, Division of Community Colleges, Iowa Department of Education Yacine Lafifi Professor, Department of Computer Science, University of Guelma Ricky Lam Associate Professor, Department of Education Studies, Hong Kong Baptist University Kent Layton Associate Professor, College of Education and Health Professions, University of Arkansas at Little Rock Won-Chan Lee Professor, College of Education, University of Iowa Jacqueline Leonard Professor, School of Teacher Education, University of Wyoming Teresa LeSage Clements Associate Professor, School of Education, University of Houston-Victoria Emily Lin Professor, College of Education, University of Nevada, Las Vegas Xinghua Kevin Liu Lecturer, School of Foreign Languages, Shanghai Jiao Tong University Jacalyn Lund Professor, Department of Kinesiology and Health, Georgia State University Marcella Mandracchia Adjunct Assistant Professor, Department of Curriculum and Instruction, St. John's University Hyleen Mariaye Associate Professor, Department of Education Studies, Mauritius Institute of Education Wei-Cheng J. Mau Professor, Department of Counseling, Educational Leadership, Educational & School Psychology, Wichita State University Azra Moeed Associate Professor, School of Education, Victoria University of Wellington Teboho Moja Clinical Professor, Department of Administration, Leadership, and Technology, New York University Carmen Mombourquette Associate Professor, Department of Education, University of Lethbridge William Morrison Associate Professor, School of Intervention Services, Bowling Green State University
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Christopher B. Newman Associate Professor, Department of Education, Azusa Pacific University Joanna Nijakowska Associate Professor, Department of Pragmatics, University of Łódź Musembi Nungu Lecturer, School of Education, University of Nairobi Carol Oberg Professor, Department of Education, University of La Verne Desmond Odugu Associate Professor, Department of Education, Lake Forest College Bahar Otcu-Grillman Professor, Center for Global Engagement, Mercy College John Oversby Honorary Fellow, Institute of Education, University of Reading Norbert Pachler Professor, School of Education, UCL Institute of Education Mahesh Parajuli Professor, School of Education, Kathmandu University Hyejin Park Assistant Professor, Mary Lou Fulton Teachers College, Arizona State University Shireen Pavri Professor, College of Education, California State University, Long Beach Joyce Pittman Associate Clinical Professor, School of Education, Drexel University Sue Pope Academic Division Lead, Education and Social Research Institute, Manchester Metropolitan University G S Prakasha Assistant Professor, School of Education, Christ University Jill Purdy Associate Professor, Department of Education, Cedar Crest College Mehrak Rahimi Associate Professor, Department of Education, Shahid Rajaee Teacher Training University Kevin Reimer Faculty, University of California, Merced Hayo Reinders Professor, Department of Education, Unitec Institute of Technology Luisa Ribolzi Professor, Department of Education, University of Genoa Suzanne Robinson Assistant Professor, Department of Special Education, California State University, Fullerton Alexey Root Lecturer, School of Interdisciplinary Studies, University of Texas at Dallas Christine Rubie-Davies Professor, Faculty of Education, The University of Auckland Ali Safivand Adjunct Instructor, Admissions Department, University of Rochester Kalyani Samantray Visiting Professor, Department of English, Utkal University Rebecca Schumacher Assistant Professor, Department of Leadership, School Counseling & Sport Management, University of North Florida Paula J. Scraba Associate Professor, Department of Physical Education, St. Bonaventure University Tesfaye Semela Professor, Center for Policy and Development Research, Hawassa University Melanie Shaw Assistant Dean, School of Education, Northcentral University Carolyn Shields Professor, College of Education, Wayne State University Jeff Shih Associate Professor, Department of Curriculum & Instruction, University of Nevada, Las Vegas David Stein Associate Professor, College of Education and Human Ecology, Ohio State University Kamden Strunk Assistant Professor, Department of Educational Foundations, Leadership, and Technology, Auburn University Margaret-Mary Sulentic Dowell Professor, School of Education, Louisiana State University Colleen Thoma Associate Dean, School of Education, Virginia Commonwealth University Sandra Valadas Assistant Professor, Department of Psychology, University of Algarve Alexandre Ventura Professor, Department of Pedagogy, Catholic University of Brazil Ze Wang Associate Professor, Department of Educational, School & Counseling Psychology, University of Missouri Michael Wei Associate Professor, School of Education, University of Missouri-Kansas City Suzanne M. Wilson Endowed Professor, Department of Curriculum and Instruction, University Of Connecticut Stacie Wolbert Associate Provost, Academic Affairs, Edinboro University Katrina Yan Liu Assistant Professor, College of Education, University of Nevada, Las Vegas Harrison Yang Professor, Department of Curriculum and Instruction, State University of New York at Oswego George Zarifis Assistant Professor, School of Philosophy and Education, Aristotle University of Thessaloniki Darlene Zellers Associate Vice Chancellor, Office of Academic Career Development, University of Pittsburgh
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Rebekha Abbuhl Associate Professor, Department of Linguistics, California State University, Long Beach Abimbola Adesoji Associate Professor, Deptartment of History, Obafemi Awolowo University Sinan Akilli Assistant Professor, Department of English Language and Literature, Cappadocia University Simone Alexander Professor, Department of English, Seton Hall University Marko Synesio Alves Monteiro Teachers Collaborator, Laboratory of Advanced Studies in Journalism, University of Campinas Amini Amir Abdullah Lecturer, Department of Nationhood and Civilian Studies, Universiti Putra Malaysia Konstantinos Arvanitis Senior Lecturer, School of Social Sciences, University of Manchester Usree Bhattacharya Assistant Professor, Language and Literacy Education Department, University of Georgia Adams Bodomo Professor, Department of African Studies, University of Vienna Catherine Bolten Associate Professor, Department of Anthropology, University of Notre Dame Carmela Briguglio Associate Professor, Curtin Academy, Curtin University Matt Burdelski Professor, Graduate School of Letters, Osaka University Brahim Chakrani Associate Professor, Department of Linguistics and Languages, Michigan State University Li-Rong Lilly Cheng Professor, School of Speech, Language and Hearing Sciences, San Diego State University Sheat Fun Chow Professor, School of Distance Education, Universiti Sains Malaysia Mark Conroy Teacher, Department of Behavioral, Cognitive & Social Science, University of New England Mihaela Culea Senior Lecturer, Department of Foreign Languages and Literatures, University of Bacau Marisol del-Teso-Craviotto Associate Professor, Department of Spanish and Portuguese, Miami University Marc Duby Professor, Department of Art History, Visual Arts and Musicology, University of South Africa David Goldfield Professor, Department of History, University of North Carolina, Charlotte Lynne Goldstein Professor, College of Arts and Letters, Michigan State University Leah Gustilo Associate Professor, Department of English and Applied Linguistics, De La Salle University Jill Hallett Instructor, College of Arts and Sciences, Northeastern Illinois University Dee Hansen Professor, Department of Music Education, University of Hartford Anais Holgado Lage Lecturer, Department of Spanish & Portuguese, Princeton University Martin Isleem Assistant Professor, Department of Languages, Cultures & Linguistics, Bucknell University Demola Jolayemi Professor, Faculty of Humanities and Management Sciences, Elizade University Mina Karavanta Associate Professor, Department of English Language and Literature, National and Kapodestrian University of Athens Eswarappa Kasi Assistant Professor, Department of Tribal Studies, Indira Gandhi National Tribal University Marvin Lam Assistant Professor, Department of Chinese, Translation and Linguistics, The Hong Kong Polytechnic University Anita Lee Lecturer, The Chinese University of Hong Kong Mette Lovschal Assistant Professor, School of Culture and Society, Aarhus University Omer Mahfoodh Senior Lecturer, School of Languages, Literacies and Translation, Universiti Sains Malaysia
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Safi Mahmoud Mahfouz Associate Professor, Department of English Language and Literature, UNRWA University in Amman Sarasij Majumder Associate Professor, Department of Geography & Anthropology, Kennesaw State University Tiina Mantymaki Senior Lecturer, Department of Humanities and Social Sciences, University of Jyvaskyla Fidel Meraz Senior Lecturer, Department of Architecture and the Built Environment, University of the West of England Stefania Merlo Lecturer, Department of Geography, Archaeology and Environmental Studies, University of the Witwatersrand Irina Moore Course Leader, School of Humanities, University of Wolverhampton Majeda Omar Associate Professor, Department of Philosophy, The University of Jordan Öner Özçelik Assistant Professor, Department of Second Language Studies, Indiana University Marcel Poorthuis Professor, Faculty of Catholic Theology, Tilburg School of Theology Halim Rane Associate Professor, School of Humanities, Griffith University Catherine Rees Program Director, School of the Arts, English and Drama, Loughborough University Abdolmehdi Riazi Professor, Department of Linguistics, Macquarie University Rowena Robinson Professor, Department of Humanities and Social Sciences, Indian Institute of Technology Bombay Saudi Sadiq Lecturer, Department of English Language, Minia University Kassim Shaaban Professor, Department of English, American Univeristy of Beirut Hanaa Shaarawy Lecturer, Faculty of Languages, Modern Sciences and Arts University Neal Snape Professor, Department of International Communication, Gunma Prefectural Women's University Gabrielle Starr President, Pomona College Frederick Streets Associate Professor, Divinity School, Yale University Abdorreza Tahriri Assistant Professor, Department of English Literature, University of Guilan Saeed Taki Associate Professor, Department of English Language, Islamic Azad University Mariam Thalos Professor, Department of Philosophy, University of Utah Ellen Tillman Assistant Professor, Department of History, Texas State University Joseph G. Trabbic Associate Professor, Department of Philosophy, Ave Maria University Hossein Vahid Dastjerdi Associate Professor, Department of English, University of Isfahan
Marjana Vaneva Professor, School of Foreign Languages, University American College Skopje John Wei Senior Lecturer, Media Design Centre, Media Design School Joan Wines Professor, English Department, California Lutheran University Julius L. Wynn Adjunct Faculty, Department of Ethics, St. Petersburg College Andrea L. Yates Part-time Faculty, Department of English, University of Rhode Island Sajida Zaki Professor, Department of Humanities, NED University of Engineering & Technology Jie Zhang Assistant Professor, Department of Modern Languages, Literatures and Linguistics, The University of Oklahoma
Christoph F. Breidbach Lecturer, School of Engineering, The University of Melbourne Stefanka Chukova Associate Professor, School of Mathematics and Statistics, Victoria University of Wellington Kwasi Darko-Ampem College Librarian, St. Margaret College Carlos Evia Associate Professor, Department of English, Virginia Tech University Anne Goulding Professor, School of Information Management, Victoria University of Wellington Maki K. Habib Professor, Department of Mechanical Engineering, The American University in Cairo
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Telmo Henriques Invited Assistant Professor, Department of Information Science and Technology, ISCTE-IUL Lisbon University Institute Sounman Hong Associate Professor, Department of Public Administration, Yonsei University Carrie Lui Adjunct Senior Research Fellow, Cairns Institute, James Cook University Robert J. McGrath Associate Professor, Department of Health Management and Policy, University of New Hampshire Hon Keung Tony Ng Professor, Department of Statistical Science, Southern Methodist University Emmanuel Oghakpor Course Developer, National Labor College G. C. Alex Peng Lecturer, Information School, University of Sheffield Georgios Samakovitis Principal Lecturer, Department of Computing and Information Systems, University of Greenwich Sarika Sawant Assistant Professor, School of Library Science, SNDT Women's University Asuman Turkmen Associate Professor, Department of Statistics, Ohio State University at Newark Ioannis Xenakis Instructor, Department of Product and Systems Design Engineering, University of the Aegean
Jason Abbott Professor, Department of Political Science, University of Louisville Charisma Acey Assistant Professor, Department of City and Regional Planning, University of California, Berkeley Saladin Ambar Associate Professor, Political Science Department, Rutgers University Lilia Arakelyan Adjunct Lecturer, Department of Politics and International Relations, Florida International University Oana Armeanu Associate Professor, Department of Politcal Science, University of Southern Indiana Walton Brown-Foster Professor, Department of Political Science, Central Connecticut State University Soundarya Chidambaram Assistant Professor, Department of Political Science, Bucknell University Daniele Conversi Professor, Ikerbasque Foundation for Science, University of the Basque Country Art Dewulf Associate Professor, Department of Public Administration and Policy, Wageningen University Sakir Dincsahin Associate Professor, Department of Political Science and International Relations, Hasan Kalyoncu University Robert Dover Associate Professor, Department of Politics and International Relations, University of Leicester Mehrnaz Ghamami Assistant Professor, Department of Civil and Environmental Engineering, Michigan State University Krzysztof Goniewicz Assistant Professor, Department of Security Studies, Polish Air Force Academy Erualdo González Professor, Department of Chicana and Chicano Studies, California State University, Fullerton Peter Gotsch Partner/Board Member, IMPAQT, University of Kassel Simon F. Haeder Assistant Professor, Department of Political Science, West Virginia University Carola Hein Professor, Department of Architecture, Delft Technical University Richard F. Huff Assistant Professor, School of Government and Public Affairs, Virginia Commonwealth University Rana Jawad Senior Lecturer, Department of Social and Policy Sciences, University of Bath Sara R. Jordan Assistant Professor, School of Public & International Affairs, Virginia Polytechnic Institute and State University P.V. Kandachar Professor, Department of Industrial Design Engineering, Delft University of Technology Ireneusz Pawel Karolewski Professor, Political Studies Department, University of Wroclaw Prakash Kashwan Associate Professor, Department of Political Science, University of Connecticut Naonori Kodate Assistant Professor, Institute for Public Policy, University College Dublin Oluwatoyin Kolawole Associate Professor, Okavango Research Institute Department, University of Botswana Jukka Kortti Associate Professor, Department of Political Economic Studies, University of Helsinki Zeenat Kotval-Karamchandani Assistant Professor, Urban & Regional Planning, Michigan State University Christopher Larimer Associate Professor, Department of Political Science, University of Northern Iowa https://journals.sagepub.com/page/sgo/editorial-board Page 9 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Mariely Lopez-Santana Associate Professor, School of Policy and Government, George Mason University Thomas Maloutas Professor, Department of Geography, Harokopio University Marco Mastronunzio Adjunct Lecturer, Department of Sociology, Trento University Helene Muri Researcher, Department of Geosciences, University of Oslo Masa Noguchi Associate Professor, Department of Architecture, Building and Planning, University of Melbourne Raphael Ogom Associate Professor, School fo Public Service, DePaul University Omobolaji Olarinmoye Department of Government, Hamilton College Samuel Oni Senior Lecturer, Department of Political Science & International Relations, Covenant University Natalia Piskunova Researcher, Institute for International Studies, Moscow State Institute for International Relations Ying Qiu Adjunct Assistant Professor, Department of Global Studies and Geography, Hofstra University Sybille Reinke de Buitrago Fellow, Institute for Peace Research and Security Policy, University of Hamburg Ingo Rohlfing Professor, Center for Comparative Politics, University of Cologne James Saku Professor, Department of Geography, Frostburg State University Deanna Schmidt Interim Director of Planning, Planning Department, City of Pasadena Texas Tiina Seppala Faculty, Department of Art and Design, University of Lapland Ivan Sascha Sheehan Associate Professor, School of Public and International Affairs, University of Baltimore Ermal Shpuza Associate Professor, Department of Architecture, Kennesaw State University Robert Mark Silverman Professor, Department of Urban and Regional Planning, University at Buffalo Henry Sirgo Department of Social Sciences, McNeese State University Changzoo Song Senior Lecturer, Department of Asian Studies, University of Auckland Sumeeta Srinivasan Lecturer, Department of Urban and Environmental Policy and Planning, Tufts University Li Sun Researcher, Faculty of Technology, Policy and Management, Delft University of Technology Fariborz Tehrani Associate Professor, Department of Civil & Geomatics Engineering, California State University Fresno Evren Tok Assistant Professor, College of Islamic Studies, Hamad Bin Khalifa University Terri Towner Assistant Professor, Department of Political Science, Oakland University Denise Traber Senior Researcher Fellow, Department of Political Science, University of Lucerne Hans Westlund Professor, Department of Urbana and Regional Studies, KTH Royal Institute of Technology Jennifer Whittal Associate Professor, Department of Geomatics, University of Cape Town Wai Kwok Wong Assistant Professor, Department of Government and International Studies, Hong Kong Baptist University
Erin O'Carroll Bantum Associate Professor, Cancer Center, University of Hawai'i Usha Barahmand Associate Professor, Department of Psychology, University of Mohaghegh Ardabili Paul Barrett Chief Research Scientist, Cognadev Ltd. Jamila Bookwala Dean, Department of Psychology, Lafayette College Floretta Boonzaier Associate Professor, Department of Psychology, University of Cape Town James Bourgeois Professor Emeritus, Department of Psychiatry, University of California, San Francisco Angela M. Bowman Heads Assistant Professor, Department of Psychiatry & Behavioral Sciences, The University of Texas Paula Brochu Assistant Professor, Department of Clinical and School Psychology, Nova Southeastern University Chuansheng Chen Professor, Department of Psychology and Social Behavior, University of California, Irvine
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Anna Cieślicka Associate Professor, Department of Psychology Texas A&M International University Golda Aira Crisostomo Professor, Graduate School, St. Scholastica's College, Manila Elizabeth Davis Assistant Professor, Department of Psychology, University of California, Riverside Pascal R. Deboeck Professor, Department of Psychology, The University of Utah Barnaby Dixson Postdoctoral Research Fellow, School of Psychology, The University of Queensland Amber Eade Assistant Professor, Department of Biology, Slippery Rock University Thomas Eckes Deputy Director, Department of Psychometrics and Language Testing Research, TestDaF Institute Joyce Endendijk Assistant Professor, Department of Social and Behavioral Sciences, Utrecht University Christopher Ferguson Professor, Department of Psychology, Stetson University Edward Fernandes Associate Professor, Department of Psychology, Barton College Richard Ferraro Distinguished Professor, Department of Psychology, University of North Dakota Mick Fleming Programme Leader, Department of Health and Social Care, Isle of Man Adam Froerer Associate Professor, Psychiatry and Behavioral Science Department, Mercer University Amin Gadit Professor, Department of Psychiatry and Behavioural Neurosciences, McMaster University Niki Frances Susan Harre Associate Professor, School of Psychology, the University of Auckland Claire Hart Lecturer, Department of Psychology, University of Southampton Harlene Hayne Professor, Department of Psychology, University of Otago Kate Houston Assistant Professor, Department of Social Sciences, Texas A&M International University Christina Hunger-Schoppe Academic Assistant, Institute of Medical Psychology, University Hospital Heidelberg Peter Ji Core Faculty, Department of Clinical Psychology, Adler University Yuki Kamide Senior Lecturer, School of Psychology, University of Dundee Dana Litt Assistant Professor, Department of Psychiatry & Behavioral Sciences, University of Washington Kamala London Newton Professor, Department of Psychology, University of Toledo Katerina Maniadaki Associate Professor, Department of Social Work, Technological Educational Institute of Athens Lorraine Maxwell Associate Professor, College of Human Ecology, Cornell University Dawna Cricket Meehan Assistant Professor, Department of Psychology, Miami University Paul Miller Senior Lecturer, Department of Medical and Sport Sciences, University of Cumbria Thomas Nassif Deputy Branch Chief, Research Transition Office, Walter Reed Army Institute of Research Ottar Ness Professor, Department of Education and Lifelong Learning, Norwegian University of Science and Technology Maria Luisa Onor Psychiatrist Psychotherapist, Department of Clinical, Morphological, and Technological Sciences, University of Trieste Michelle O'Reilly Senior Lecturer, School of Psychology, University of Leicester Amy Pinkham Associate Professor, School of Brain and Behavioral Sciences, University of Texas at Dallas Yehuda Pollak Senior Lecturer, School of Education, The Hebrew University of Jerusalem Maria Reid Postdoctoral Associate, College of Arts, Sciences & Education, Florida International University Marta Rondon Psychiatric Consultant, National Maternal Perinatal Institute Jan H. Rosenvinge Professor, Department of Psychology, University of Tromso Donald Sacco Assistant Professor, Department of Psychology, University of Southern Mississippi Clive Sims Professor, Department of Psychology, NC Italian University London Stefan Stieger Professor, Psychology Department, Karl Landsteiner University Dagmar Strohmeier Professor, Department of Psychology, University of Applied Sciences in Upper Austria Lukas Thürmer Post-Doctoral, Department of Political Science and Public Administration, University of Konstanz and University of Pittsburgh Martin Tomasik Professor, Department of Psychology, University of Zurich Claudia Unikel Santoncini Researcher, National Institute of Psychiatry, National Autonomous University of Mexico Chris Wagstaff Course Leader, Department of Sport and Exercise Science, Univeristy of Portsmouth Bo Wang Associate Professor, Department of Philosophy, Nanjing University Sam Wang Professor, Department of Chemical Engineering, Oklahoma State University https://journals.sagepub.com/page/sgo/editorial-board Page 11 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Meike Watzlawik Professor, Department of Development & Culture, Sigmund Freud University, Berlin Jennifer Weaver Associate Professor, Department of Psychology, Boise State University Yvonne Victoria Wells Associate Professor, Department of Psychology, Suffolk University Janis Whitlock Research Scientist, College of Human Ecology, Cornell University Lloyd Williams Professor, Department of Global Business, S P Jain Center of Management Derek J. Wilson Associate Professor, Department of Psychology, Prairie View A&M University
Jyotirmayee Acharya Faculty of Research and Doctoral Studies, Sri Sri University Lise Agustin Associate Professor, Department of Culture and Global Studies, Aalborg University Mustafa Aksakal Post-doctoral Researcher, Sociology Department, Bielefeld University Saied Reza Ameli Professor, Department of Social Communication, University of Tehran Robert Anthony Assistant Professor, Department of Sociology and Geography, Shepherd University Vassilis Arapoglou Associate Professor, Department of Sociology, University of Crete Molefi Kete Asante Professor, Department of Africology and African American Studies, Temple University Christobel Asiedu Associate Professor, Department of Social Sciences, Louisiana Tech University Gul Muhammad Baloch Senior Lecturer, School of Medicine, Taylor’s University Kofi Benefo Associate Professor, Department of Sociology, Lehman College Emma Bond Professor, Suffolk Institute of Social and Economic Research, University of Suffolk Philip Boucher Policy Analyst, European Parliamentary Research Service, Brussels Kelly Bricker Professor, Department of Parks, Recreation, and Tourism, University of Utah B. Ricardo Brown Professor, Department of Social Science & Cultural Studies, Pratt Institute David Carter Professor, Department of Counseling, University of Nebraska at Omaha Chiara Certoma Postdoctoral Researcher, Centre for Sustainable Development, Ghent University Cassandra Chaney Associate Professor, College of Human Sciences & Education, Louisiana State University Y. Joon Choi Associate Professor, School of Social Work, University of Georgia Neela Dabir Professor, School of Vocational Education, Tata Institute of Social Sciences Rohinton Emmanuel Professor, School of Engineering, Glasgow Caledonian University Hayriye Erbas Professor, Department of Sociology, Ankara University Maurizio Esposito Professor, Department of Humanities and Social Sciences, Università degli Studi di Cassino e del Lazio Meridionale Betty Garcia Professor, Department of Social Work Education, California State University, Fresno Charles D. Garvin Professor Emeritus, School of Social Work, University of Michigan Ruby Gourdine Professor, School of Social Work, Howard University Suzanne M. Henderson Independent Scholar Daniel Hodge Associate Professor, Department of Communications, North Park University Darrin Hodgetts Professor, School of Psychology, Massey University Michin Hong Assistant Professor, School of Social Work, Indiana University Jayne Ifekwunigwe Professor, Department of African and African American Studies, Duke University George Klein Department of Social Science, Oakton Community College Kristyan Kouri Lecturer, Department of Gender and Women's Studies, California State University Northridge https://journals.sagepub.com/page/sgo/editorial-board Page 12 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Brigette Krieg Associate Professor, Faculty of Social Work, University of Regina Lynn Lavallée Vice-Provost, Indigenous Engagement, University of Manitoba Mia Liinason Senior Lecturer, Department of Cultural Sciences, University of Gothenburg Baozhen Luo Associate Professor, college of Humanities & Social Sciences, Western Washington University Anna Manzoni Associate Professor, Department of Sociology and Anthropology, North Carolina State University Maria Mendes Researcher, Center for Research and Studies in Sociology, University Institute of Lisbon Fehintola Mosadomi Assistant Professor, Department of Middle Eastern Studies, The University of Texas at Austin Sarah Moser Assistant Professor, Department of Geography, McGill University Alireza Salehi Nejad Researcher, Faculty of World Studies, University of Tehran Lorretta Ntoimo Lecturer, Department of Demography and Social Statistics, Federal University of Oye-Ekiti Benjamin Okonofua Senior Social Scientist, Global Cultural Knowledge Network, U.S. Army North Titilayo A. Okoror Associate Professor, Department of Africana Studies, Binghamton University Maria Pantea Lecturer, Department of Sociology and Social Work, Babes Bolyai University Elizabeth Piatt Project Director, McNair Scholars Program, Kent State University Vijayan Pillai Professor, School of Social Work, University of Texas at Arlington Karen Rich Associate Professor, Department of Social Work, Marywood University Julie Ridley Senior Research Fellow, School of Social Work, University of Central Lancashire Stephen J. Scanlan Associate Professor, Department of Sociology and Anthropology, Ohio University Elizabeth Scheel-Keita Professor, Department of Sociology, St. Cloud State University R. Shanthi Associate Professor, Department of Fashion Technology, Kumaraguru College of Technology Adrian Stringer Affiliated Researcher, University College Cork Allison Anna Tait Associate Professor, Schools of Law, University of Richmond Jaita Talukdar Associate Professor, Department of Sociology, Loyola University Eran Tamir Affiliated Scholar, Center for Studies in Jewish Education, Brandeis University Ruth Thompson-Miller Assistant Professor, Department of Sociology, University of Dayton Nathalie E. Williams Associate Professor, Department of Sociology, University of Washington George Wilson Professor, Department of Sociology, University of Miami Marina Zaloznaya Assistant Professor, Department of Sociology, The University of Iowa Andrew Ziner President, Office of Institutional Effectiveness, Planning and Assessment, Eastern International College
Craig Becker Professor, Department of Health Education and Promotion, East Carolina University Melanie Birks Professor, College of Healthcare Sciences, James Cook University Gary Burkholder Senior Research Scholar, College of Health Sciences and Social Behavior Sciences, Walden University Fook Yee Chye Professor, School of Food Science and Nutrition, Universiti Malaysia Sabah Pamela Cone Professor, School of Nursing, Azusa Pacific University https://journals.sagepub.com/page/sgo/editorial-board Page 13 of 14 Editorial Board: SAGE Open: SAGE Journals 30/05/2020, 7:14 pm
Research Fellow, NIHR Greater Manchester Primary Care Patient Safety Translational Research Centre, The University of Gavin Daker-White Manchester Eman Dawood Professor, College of Nursing, King Saud bin Abdulaziz University for Health Sciences Lanie Dornier Professor, Department of Kinesiology, Louisiana Tech University Dawn Dowding Professor, Division of Nursing, Midwifery & Social Work, The University of Manchester Abimbola Farinde Faculty, College of Business, Columbia Southern University Ginette Gosselin Ferszt Professor, College of Nursing, The University of Rhode Island Tanisha Grimes Program Evaluation Consultant, Health Research Evaluation Services Razak Mohammed Gyasi Postdoctoral Research Scientist, Aging and Development Unit, African Population and Health Research Center Motasem Hamdan Associate Professor, School of Public Health, Al-Quds University Joyce Hunter Assistant Clinical Professor, HIV Center for Clinical and Behavioral Studies, Columbia University Paula M. Karnick Adjunct Faculty, Resurrection University Hafiz Khan Professor, College of Nursing, Midwifery and Healthcare, University of West London Norman Kleiman Associate Research Scientist, School of Public Health, Columbia University Keri Larsen Assistant Professor, Department of Kinesiology and Health Studies, Southeastern Louisiana University Yik Wa Law Assistant Professor, Department of Social Work and Social Administration, The University of Hong Kong Violeta Lopez Professor, Alice Lee Centre for Nursing Studies, National University of Singapore David Lorenzo Associate Professor, Department of Nursing, Campus Docent Sant Joan de Deu Meena Mahadevan Associate Professor, Department of Nutrition and Food Sciences, Montclair State University Spencer Moore Associate Professor, Department of Health Promotion, Education, and Behavior, University of South Carolina Dianne Morrison-Beedy Professor, College of Nursing, University South Florida Mzikazi Nduna Associate Professor, Department of Psychology, University of Witwatersrand Adebayo Oluwatobi Jhpiego Nigeria Ann Ooms Associate Professor, Faculty of Health, Social Care and Education, Kingston University and St. George's University of London Puspa Raj Pant Visiting Fellow, Centre for Child and Adolescent Health, University of Bristol Christine Peters Independent Researcher Amanda Phelan Associate Dean, School of Nursing, Midwifery & Health Systems, University College Dublin Danita R. Potter Associate Professor, School of Nursing, Grambling State University Shedra Amy Snipes Assistant Professor, Department of Biobehavioral Health, The Pennsylvania State University Christine V. Stephens Professor, School of Psychology, Massey University Heike Thiel de Bocanegra Associate Professor, Department of Obstetrics, Gynecology & Reproductive Sciences, University of California, San Francisco Mary Ann Toner Associate Professor, College of Education and Health Professions, University of Arkansas Mojtaba Vaismoradi Professor, Faculty of Nursing and Health Sciences, Nord University Joyce Weil Assistant Professor, College of Natural and Health Sciences, University of Northern Colorado Nicole Ennis Whitehead Assistant Professor, Department of Clinical and Health Psychology, University of Florida
https://journals.sagepub.com/page/sgo/editorial-board Page 14 of 14 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
SAGE Open
Table of Contents
Volume 8 Issue 2, April-June 2018
Research Article
Intersex Studies: A Systematic Review of International Health Literature
Tiffany Jones
First Published May 30, 2018
Abstract ! Preview
Media Influence on Public Policy in Kenya: The Case of Illicit Brew Consumption
Christine Mwangi
First Published May 28, 2018 Abstract ! Preview
Population Growth and CO2 Emission in Nigeria: A Recursive ARDL Approach
https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 1 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
Chindo Sulaiman , A. S. Abdul-Rahim
First Published April 12, 2018
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Eco-Label Effects in the Built Environment: Does Labeling a Light Source Environmentally Friendly Influence Performance and Judgment?
Andreas Haga
First Published April 4, 2018
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Cross-Cultural Aspects: Exploring Motor Competence Among 7- to 8-Year-Old Children From Greece, Italy, and Norway
Monika Haga, Patrizia Tortella, Katerina Asonitou, Sophia Charitou, Dimitra Koutsouki, Guido Fumagalli, Hermundur Sigmundsson
First Published April 3, 2018
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The Tale of Two Communities: Residents’ Perceptions of the Built Environment and Neighborhood Social Capital
Helo Oidjarv
First Published April 4, 2018
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Migration, Metaphor and Myth in Media Representations: The Ideological Dichotomy of “Them” and “Us”
Liudmila Arcimaviciene, Sercan Hamza Baglama
First Published May 9, 2018
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Politics of Municipal Consolidation: The Case of Denizli
Ali Cenap Yologlu
First Published April 4, 2018
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Medical Pluralism and the State: Regulatory Language Requirements for Traditional Acupuncturists in English-Dominant Diaspora Jurisdictions
Nadine Ijaz , Heather Boon
First Published April 3, 2018
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A First Look at the Effectiveness of Personality Dimensions in Promoting Users’ Satisfaction With the System
Samer Muthana Sarsam, Hosam Al-Samarraie
First Published April 11, 2018
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Impact of Navon-Induced Global and Local Processing Biases on the Acquisition of Spatial Knowledge
Wen Wen, Hideaki Kawabata
First Published April 4, 2018 Abstract ! Preview
Homeless Men Living in Transitional Housing: The BrainWise Program and Improvements in Executive Functions and Coping Self-Efficacy
Marilyn Welsh, Patricia Gorman Barry, Amanda Atwater Jacobs, Lindsay A. Beddes
First Published April 16, 2018
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Monetary Policy Transmission and Industrial Sector Growth: Empirical Evidence From Nigeria
Hillary Chijindu Ezeaku, Imo Godwin Ibe, Uche Boniface Ugwuanyi, N. J. Modebe, Emmanuel Kalu Agbaeze
First Published April 13, 2018
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Latent Sexism in Print Ads Increases Acceptance of Sexual Assault
Arleigh J. Reichl, Jordan I. Ali, Kristina Uyeda
First Published April 20, 2018
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Abstract ! Preview
“There’s Plenty More Clunge in the Sea”: Boyhood Masculinities and Sexual Talk
Jessica Clark
First Published April 11, 2018
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Coping and Help-Seeking Strategies Used by Students on the Intensive Foundation Program at the University of Brunei Darussalam
Lawrence Mundia, Masitah Shahrill
First Published April 11, 2018
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An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments
Ali M. Fazilatfar, S. E. Elhambakhsh, Hamid Allami
First Published April 11, 2018
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Shariah Risk: Its Origin, Definition, and Application in Islamic Finance
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Nurul Syazwani Mohd Noor, Abdul Ghafar Ismail, Muhammad Hakimi Mohd. Shafiai
First Published April 11, 2018
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Characteristics of Human Behavior in an Online Society
Ying Li, Hongduo Cao, Ying Zhang, Beibei Li
First Published May 22, 2018
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Citation Patterns of Conference Proceedings in Master’s and Doctoral Studies: A Case Study of Information Technology and Systems
Elisha R. T. Chiware , Deborah Becker
First Published April 11, 2018
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Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Carla Wood, Mary Claire Wofford, Abby Hassinger
First Published April 17, 2018
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The Paradox of Financing Public Higher Education in Tanzania and https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 6 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm The Paradox of Financing Public Higher Education in Tanzania and the Fate of Quality Education: The Experience of Selected Universities
Samson John Mgaiwa
First Published May 2, 2018
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The Language of Pain: A Philosophical Study of BDSM
Timo Airaksinen
First Published April 27, 2018
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Managers’ Motivation Profiles: Measurement and Application
Jon Aarum Andersen
First Published April 27, 2018
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The Processes of Becoming a Caregiver Among Mexican-Origin Women: A Cultural Psychological Perspective
Elizabeth McDermott, Carolyn A. Mendez-Luck
First Published April 27, 2018
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Where Are They Now? Winners of a Library Prize for https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 7 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
Where Are They Now? Winners of a Library Prize for Undergraduate Research: A Survey at the University of California, Berkeley
Margaret Phillips , Lynn Jones
First Published May 3, 2018
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The Relationship Between Nurses’ Sociotropy–Autonomy Personality Characteristics and Trait Anger: Anger Expression Styles
Nurten Kaya, Hale Tosun
First Published April 26, 2018
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Agentic Engagement and Test Anxiety: The Mediatory Role of the Basic Psychological Needs
Farnaz Mehdipour Maralani, Azre Shalbaf, Masoud Gholamali Lavasani
First Published April 26, 2018
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What’s Wrong With the ‘War on Obesity?’ A Narrative Review of the Weight-Centered Health Paradigm and Development of the 3C Framework to Build Critical Competency for a Paradigm Shift
Lily O’Hara , Jane Taylor
First Published May 16, 2018
Abstract https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 8 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
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Impacting Urban Students’ Academic Achievement and Executive Function Through School-Based Arts Integration Programs
Taylor E. Moss, Matthew J. Benus, Elizabeth A. Tucker
First Published May 2, 2018
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The Mediating Role of Sleep Quality in the Relationship Between Personality and Subjective Well-Being
Catie C. W. Lai
First Published May 2, 2018
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Simulating the Fidelity of Data for Large Stimulus Set Sizes and Variable Dimension Estimation in Multidimensional Scaling
Michael C. Hout, Corbin A. Cunningham, Arryn Robbins, Justin MacDonald
First Published May 2, 2018
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The Unfair Selection: A Study on Skin-Color Bias in Arranged Indian Marriages
Itisha Nagar
First Published April 27, 2018 https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 9 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
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Of Bob, Madzibaba Gabriel, and Goblins: The Sociopolitics of Name-Calling and Nicknaming Mugabe in Post-2000 Zimbabwe
Oliver Nyambi
First Published May 3, 2018
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A Bayesian Analysis of Income Distribution Image
Atsushi Ishida
First Published May 3, 2018
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The Development of University Music Education in Nigeria: An Outline
Adebowale Oluranti Adeogun
First Published May 8, 2018
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Nursing Within Primary Care Settings in Atlantic Canada: A Scoping Review https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 10 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm Scoping Review
Deanne R. Curnew , Julia Lukewich
First Published May 3, 2018
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Institutional Rhetoric Versus Local Reality: A Case Study of Burunge Wildlife Management Area, Tanzania
Rose P. Kicheleri, Thorsten Treue, Martin R. Nielsen, George C. Kajembe, Felister M. Mombo
First Published May 9, 2018
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Impact of Passive Laboratory Alerts on Navigating Electronic Health Records in Intensive Care Simulations
Benjamin J. Arthurs, Vishnu Mohan, Karess McGrath, Gretchen Scholl, Jeffrey A. Gold
First Published May 4, 2018
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The Impact of Fashion Involvement and Pro-Environmental Attitude on Sustainable Clothing Consumption: The Moderating Role of Islamic Religiosity
Ali Razzaq, Nabeel Younus Ansari, Zohaib Razzaq, Hayat Muhammad Awan
First Published June 2, 2018
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Long-Term Educational Outcomes of Child Care Arrangements in Finland
Heikki Hiilamo , Marko Merikukka, Anita Haataja
First Published May 4, 2018
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Correction: Corrigendum
Wrinkles in Time and Drops in the Bucket: Circumventing Temporal and Social Barriers to Pro-Environmental Behavior
Monica Soliman, Susan Alisat, Nadia Y. Bashir, Anne E. Wilson
First Published May 8, 2018
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Perceptions of Emirati Youths on National Service at Initial Implementation Stage
Hwee Ling Lim
First Published May 8, 2018
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The Impact of Institutional Pressures of Climate Change Concerns on Corporate Environmental Reporting Practices: A Descriptive Study of Malaysia’s Environmentally Sensitive Public Listed Companies
Amar Hisham Jaaffar, Azlan Amran, Jegatheesan Rajadurai
First Published May 8, 2018 https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 12 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
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Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning
Tim Jay , Jo Rose, Ben Simmons
First Published May 9, 2018
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Latina/o School Administrators and the Intersectionality of Professional Identity and Race
Elizabeth Murakami , Frank Hernandez, Fernando Valle, Irma Almager
First Published May 18, 2018
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Valuing Breastfeeding: Health Care Professionals’ Experiences of Delivering a Conditional Cash Transfer Scheme for Breastfeeding in Areas With Low Breastfeeding Rates
Barbara Whelan, Clare Relton , Maxine Johnson, Mark Strong, Kate J. Thomas,
Darren Umney, Mary Renfrew
First Published May 15, 2018
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Unraveling Entrepreneurial Team Formation: A Qualitative Study Among Funded Ventures
Triantafyllia-Varvara Klada
First Published May 18, 2018
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Entrepreneurial Teams, Gender, and New Venture Survival: Contexts and Institutions
Marcus Box, Tommy Larsson Segerlind
First Published May 15, 2018
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Exploring the Role of Entrepreneurial Team Characteristics on Entrepreneurial Orientation
Hyunjoong Yoon First Published May 28, 2018
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Comparison of Canadian and Dutch Urban Parents and Grandparents in Terms of Knowledge of Children’s Cognitive and Social–Emotional Development
Leontien E. Vreeburg, René F. W. Diekstra, Marcin J. Sklad, Courtney D. Lundy, Suzanne C. Tough
First Published May 18, 2018
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Access to Land and the Delivery of Affordable Housing in Nigeria: An Assessment of the Federal Housing Authority (FHA) in Abuja, 1991 to 2013
Abdullahi Oladimeji Lawal , Issa Abdulmumeen Adekunle
First Published May 22, 2018
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Zimbabwean General Education Preschool Teacher Needs in
Inclusion
Tawanda Majoko
First Published May 19, 2018
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Communicating While Transgender: Apprehension, Loneliness, and Willingness to Communicate in a Canadian Sample
Matthew Heinz
First Published May 28, 2018
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Study Habits of Health Science Students at King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
Abdullah Baothman, Hatim AlJefri, Sajiga Agha, Muhammad Anwar Khan
First Published June 4, 2018 https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 15 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
First Published June 4, 2018
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Self-Reported Physical Activity Among Individuals With
Parkinson’s Disease
A. M. Johnson , J. Jimenez-Pardo, M. E. Jenkins, J. D. Holmes, S. M. Burke
First Published May 19, 2018
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The Gym as a Culture of Body Achievement: Exploring Negative and Positive Body Image Experiences in Men Attending University
Larkin Lamarche, Kimberley L. Gammage, Brianne Ozimok
First Published May 23, 2018
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How Older Consumers’ Perceived Ethicality Influences Brand Loyalty
Alvin Eryandra, Bertina Sjabadhyni, Martina Dwi Mustika
First Published May 17, 2018
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The Challenge of Reducing the Incidence of Building Collapse in
https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 16 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
Ghana: Analyzing the Perspectives of Building Inspectors in Kumasi
Lewis Abedi Asante, Alexander Sasu
First Published May 21, 2018
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Psychological Contracts of Multiple Jobholders: A Multilevel Analysis
Sabine Raeder
First Published May 18, 2018
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The Pyramid Fallacy: Self-Organizing Decentralized Open Systems for Sustainable Collective Action
Karni Lotan Marcus
First Published May 21, 2018
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Does Experiencing a Crash Make All the Difference? An Experiment on the Depression Babies Hypothesis
Amanda Safford, James Sundali, Federico Guerrero
First Published May 25, 2018
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Understanding Entrepreneurial Team Decisions: Measuring Team Members’ Influences With The Metricized Limit Conjoint Analysis
Ronny Baierl
First Published May 25, 2018
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Humhandara and hujaya: Virginity, Culture, and Gender Inequalities Among Adolescents in Zimbabwe
Vimbai Sharon Matswetu, Deevia Bhana
First Published May 25, 2018
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SOAR as a Mediator of the Relationship Between Emotional Intelligence and Collaboration Among Professionals Working in Teams: Implications for Entrepreneurial Teams
Matthew L. Cole, John D. Cox, Jacqueline M. Stavros
First Published May 25, 2018
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Socioeconomic Dynamism and the Growth of Baby Factories in Nigeria
Oluwatobi Joseph Alabi
First Published May 25, 2018
https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 18 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
Abstract ! Preview
Fear Factory: Retaliation and Rights Claiming in Alberta, Canada
Jason Foster, Bob Barnetson, Jared Matsunaga-Turnbull
First Published June 5, 2018
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Who Reads Science Fiction and Fantasy, and How Do They Feel About Science? Preliminary Findings From an Online Survey
Christopher Benjamin Menadue , Susan Jacups
First Published June 5, 2018
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The Desired Managerial Leader Behavior: Leader Profile in the Education Sector in Iceland Examined From a Follower-Centric Perspective
Lolita Urboniene, Erla S. Kristjánsdóttir, Inga Minelgaite, Romie F. Littrell
First Published June 19, 2018
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Immunizing Inefficient Field Frames for Mitigating Social Problems: The Institutional Work Behind the Technocratic Antidoping System https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 19 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
Henk E. Meier, Marcel Reinold
First Published June 11, 2018
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Technical and Behavioral Competencies on Performance Evaluation: Petrek Leaders’ Perspectives
Gabriel Albino
First Published June 5, 2018
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Community Heritage Resources and Crisis Management in Rural Nigeria
Elochukwu A. Nwankwo, Matthias U. Agboeze, Anthonia U. Nwobi
First Published June 17, 2018
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Entrepreneurial Team Dynamics and New Venture Creation Process: An Exploratory Study Within a Start-Up Incubator
Elli Diakanastasi, Angeliki Karagiannaki, Katerina Pramatari
First Published July 2, 2018
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https://journals.sagepub.com/toc/sgoa/8/2#sage_toc_section_ Page 20 of 28 SAGE Open - Volume 8, Number 2, Apr 01, 2018 31/05/2020, 8:19 pm
The Effects of Mindfulness Meditation on Attentional Control During Off-Season Among Football Players
Yago Carioca Baltar, Alberto Filgueiras
First Published June 17, 2018
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Who Is Helpful? Examining the Relationship Between Ambivalent Sexism, Right-Wing Authoritarianism, and Intentions to Help Domestic Violence Victims
Christina E. Riley , Niwako Yamawaki
First Published June 18, 2018
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Patterns on Work-Related Stress and Tobacco Consumption in City Bus Drivers
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SAGE Open - Research Paper
SAGE Open April-June 2018: 1–14 Acehnese Teachers Teaching English to © The Author(s) 2018 https://doi.org/10.1177/2158244018782574DOI: 10.1177/2158244018782574 Rohingya Refugees: Process and Cultural journals.sagepub.com/home/sgo Barriers
Burhanuddin Yasin1, Yunisrina Qismullah Yusuf1, and Mawar Junita1
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 Nation High Commissioner for Refugees (UNHCR). The Rohingya are taught English by local Acehnese mentors at UNHCR refugee camps. This research was designed to study the classroom environment, teaching processes, and cultural barriers between mentors and refugees. Data were collected at one UNHCR camp in East Aceh using three instruments: classroom observation, video recordings, and interviews with six mentors and 30 refugees taking part in the course. The data were analyzed qualitatively based on Prosser and Loxley, and Miles, Huberman, and Saldaña. This article provides a detailed discussion of the research findings. It is hoped that this research will be a starting point for further investigation into effective teaching process to overcome cultural barriers, not just in Aceh, but in other places that provide temporary shelter for Rohingya refugees.
Keywords Rohingya, refugees, Aceh, Acehnese mentors, classroom environment, cultural barriers, teaching process, pedagogy
Introduction as mentors at the camps. In 2016, a book on the teaching and learning process for mentors and refugees was published by The Province of Aceh has become a refuge of last resort for Dompet Dhuafa, an Indonesian nonprofit institution devoted stateless Muslim Rohingya people fleeing targeted violence and to raising the social welfare of the weak, poor, and oppressed, persecution in Myanmar’s Western Rakkain state of Arakan titled School for Refugees (SFR), the Shelter of Happiness. (Lindblom, Marsh, Motala, & Munyan, 2015). The Indonesian This book focuses on young refugees aged 5 to 10 years. It Government has allowed them temporary residence for 1 year explains the simple methods of teaching English to young before they can be accepted by another country. Based on data learners. But because children learn differently and thus from the office of Langsa Immigration in 2015, there were 290 should be given different instruction than adults, the book Rohingya refugees at four camps located in East Aceh, Langsa, might not be appropriate for Rohingya refugees as most of and North Aceh. The local immigration office collaborates with them were adults. In addition, previous research studies have the United Nation High Commissioner for Refugees (UNHCR) reported that another potential problem that could arise from for legal protection, while logistics, medical treatment, and food teacher and student interaction is a miscommunication prob- supplies are provided by International Organization Migration lem due to cultural barriers (Kenesei & Stier, 2016; (IOM), other partners, and nongovernmental organizations Khuwaileh, 2010; Tripp-Reimer, Choi, Kelley, & Enslein, (NGOs). Language barriers are a key problem faced by these 2001; Xie, 2013). The greater the differences, the greater are organizations as the majority of the Rohingya refugees cannot the chances for cross-cultural miscommunication to occur speak Indonesian or English. Although a few have the ability to (Adler & Gundersen, 2007). understand basic English, this is of limited benefit for the major-
ity of Rohingya at the camps. 1 Syiah Kuala University, Banda Aceh, Indonesia It is very important that the refugees understand conversa- tional English because after being sheltered for 1 year in Corresponding Author: Aceh, they are to be settled in Western countries by the Yunisrina Qismullah Yusuf, Department of English Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh UNHCR. As part of their preparation to live abroad, the refu- 23111, Indonesia. gees are taught English by Acehnese English teachers known Email: [email protected]
Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open
Previous research on refugee adults’ English learning has people stateless and homeless on their own land (Islam, been conducted, such as by MacKay and Tavares (2005) 2006). Since 2012, thousands of Rohingya have escaped about the educational and social needs of adolescent refugee from Myanmar by taking boats to Thailand, Malaysia, and students from war affected African countries in Manitoba, beyond in search of refuge. In 2015, the UN’s refugee but none have focused on Rohingya refugees. In addition, agency (UNHCR) believed that there were at least 2.000 studies that investigated on the teaching and learning process migrants stranded off the Myanmar–Bangladesh coast in in a classroom between teachers and refugees who come dreadful conditions. They were stranded for weeks or even from different cultures is limited; therefore, the current study months by traffickers who demanded they pay to be released is aimed at filling in the gap. The following research ques- (Tran, 2015). tions for this study are formulated: In 2015, around 1,000 Rohingya people were stranded off the coast of East Aceh, North Aceh, and Kuala Langsa in Research Question 1: What is the classroom environ- various boats (Missbach, 2016). The Aceh Government ment as supporting condition in the process of teaching placed them in four camps: North Aceh (in Blang Adoe, and learning English for the Rohingya refugees and their Lhokseumawe), East Aceh (in Bayeun, Rantau Selamat mentors? District), and Langsa city (in Lhokbani and Kuala Langsa). Research Question 2: What teaching processes are Of the 1,000 initial refugees, about 400 remained in the employed by the Acehnese mentors when teaching the camps and others are believed to have engaged smugglers refugees? and traveled to Malaysia (Vit, 2015). By January 2016, there Research Question 3: What are the cultural barriers were only 316 individuals remaining (Thom, 2016). faced by the Acehnese mentors and Rohingya refugees in teaching and learning English? The Culture of the Muslim Rohingya It is expected that with a better understanding of the current The Rohingya people are largely farmers. Most agricultural teaching methods and challenges faced by the mentors and activity in the Rakhine state is run by Rohingya. Other occu- refugees, beneficial and effective solutions can be identified. pations include foresters, craftsmen, blacksmiths, mariners, Through the research process, the mentors can evaluate the sailors, and laborers. A small percentage also engages in effectiveness of a classroom activity and important aspects trade and business, but at present, the number of Rohingya such as cultural barriers that are affecting learning outcomes. traders and business people is sharply declining. The Therefore, investigating the teaching process is vital for pro- Myanmar military regime prohibits their rights and free- viding teachers with the insights and knowledge to anticipate doms, and thus, they are not permitted to do trade and busi- and overcome these barriers with future students. ness freely. Their ability to own businesses is restricted and often they are forced to share their business with Buddhists; these conditions are affecting their sociocultural, economic, Literature Review and educational activities (Islam, 2006). The Government’s restrictions on Rohingya citizenship The Refugees of Muslim Rohingya mean that they are not eligible to attend government schools. Myanmar is a country with diverse ethnic groups; various In response, the Rohingya have built some voluntary reli- ethnic minorities make up 40% of Myanmar’s population gious schools. However, due to the Government restrictions, (May & Brooke, 2014). The dominant and majority ethnic these schools have limited funding, facilities, and teaching group in Myanmar is the Buddhist Barmas, also known as capacity. These conditions restrict the students’ ability to Burmans (May & Brooke, 2014). The Rohingya people are gain skills and knowledge and reduce their employment Muslim and reside in the Rakhine State, previously known as opportunities. Arakan, on the western coast of Myanmar. Rohingya people The Rohingya are ethnically, religiously, and culturally have been living in Arakan for centuries. Sikri (2012) very similar to the Bangladeshis who reside across the border explains that it was during the 15th and 16th centuries that in the South East of Bangladesh (Danish Immigration the Muslims from Bengal migrated to Arakan. Service, 2011). However, the Rohingya are more conserva- Despite centuries of history in Arakan, nearly 1.1 mil- tive than the Bangladeshi as the women more frequently lion Rohingya are considered to be illegal Bangladeshi wear a burka, the enveloping outer garment worn by Muslim immigrants by the Myanmar government that has rejected women (Danish Immigration Service, 2011). Most Rohingya their citizenship (Green, MacManus, & de la Cour Venning, men wear sarong, a large tube or length of fabric, often 2015). The Rohingya encounter living restrictions in the wrapped around the waist to the knee or ankles. Some cul- country and the United Nations sees them as one of the tural habits such as eating betel leaf and touching people’s world’s most oppressed people. The Myanmar Government’s heads while they are talking to each other are practices shared policy and extensive discrimination has made the Rohingya by both Rohingya and Bangladeshi. These practices were Yasin et al. 3 observed in the UNHCR camps in Aceh (Yasin, Yusuf, & social habits are noteworthy” (p. 71). These differences can Junita, 2016). cause cross-cultural miscommunication (Adler & Gundersen, The Rohingya speak the Rohingya language (Lindblom 2007) because a person or people from one culture do not et al., 2015). Their language is linguistically similar to the receive or understand the intended message from people Chittagonian language spoken in the neighboring south- from a different culture. The greater the cultural differences, eastern Chittagong Division of Bangladesh (Hoque, 2015). the greater the barriers to communication. However, a few words may differ depending on how close Language cannot be separated from culture. Mitchell and to the Bangladesh borders the Rohingya people are resid- Myles (2004) say “language and culture are not separate, but ing. Rohingyalish is the modern writing system of the are acquired together, with each providing support for the Rohingya people (Hoque, 2015). This name is derived from development of the other” (p. 235). Moreover, Brown (1994) Rohingya and English because the writing mainly uses the argues that culture influences language and both form simulta- Roman script that is different from scripts in Arabic, Urdu, neously. Culture can be seen in the language of the speaker or Hanifi-Script, and Burmese. group of speakers. Therefore, the relationship between lan- For the Rohingya, village bonds are important and daily life guage and culture is very significant for the language teaching in the villages is informed by Islamic religious practices. The process. To understand the role of culture in language learn- Samaj or head of village society (Tha, 2007) conduct welfare ing, the application of sociocultural theories is required, more activities in the villages such as the distribution of meat during so than cognitive theories. Farabi (2015) argues that cognitive religious holidays, caring for the needs for the poor, widows, theories only “challenge behaviors and rely on the concept of orphan, and needy, and the matters of marriages and funerals. the thinking mind, where learning is a process of active con- The ulama or Islamic scholar plays an important role related to struction of knowledge in the mind” (p. 75). Sociocultural personal laws and family affairs. Madrasah, Islamic religious theories explain how learning happens through social/cultural schools, are commonly found in Rohingya villages. The men interaction, by considering the relationship between thinking conduct daily prayers together at mosques, while the women and the sociocultural, historical, and institutional context in conduct them at home. Houses are fenced with high bamboo which it occurs, whereas cognitive theories emphasize think- walls for privacy. These religious and cultural norms are con- ing as it occurs in the mind of the individual. sidered by the Myanmar Government to be a foreign way of life, having no origin in Myanmar. These differences are seen Teaching English to English as a Foreign as ideologically and culturally distinct to Buddhist traditions. The military regime promotes and enforces a homogeneous Language (EFL) Learners Buddhist culture for all people in Myanmar (Islam, 2006). Learning EFL is a “social process” (Lantolf & Thorne, 2006, p. 86). Classroom activities are sociocultural interactions Cultural Barriers in Language Learning that mediate the construction of knowledge and lead the stu- dent’s development in making sense of the language. It is Culture is defined by Chastain (1988) as the way people live. necessary to understand the cultural system in which the According to Trinovitch (1980), native culture is defined as an learner and learning are located. While learning a language, inclusive system, combining the biological and technical the learners gain language skills as well as methods of inter- behavior of human beings related to their verbal and nonverbal acting, thinking, and valuing through the use of this language systems. Culture is a process that creates patterns in society (Lantolf & Thorne, 2006). (Trinovitch, 1980). Thomas (1983) explains that cultures vary Teaching EFL learners from different cultures is a chal- in their ways of thinking, rules of speaking, social values, and lenge. A study by Lihui and Jianbin (2010) on Chinese EFL pragmatic principles. Therefore, the topics in cultural barrier learners suggests that social conventions, values, thinking between people coming from different culture perspectives patterns, social habits (SH), and customs are all sources of have been very popularly researched (Barkema, Bell, & pragmatic failure when they are all in different view. Teachers Pennings, 1996; Hart & Mareno, 2014; McDermott & O’Dell, have reported there is much inappropriateness in the class- 2001; Vrânceanu & Leca, 2015). The most common problem room as a result of cultural differences between teachers and arising from cultural barriers is miscommunication (Kenesei their students (Khuwaileh, 2010). Ivey (2011) revealed that & Stier, 2016; Tripp-Reimer et al., 2001; Xie, 2013). cultural difference is one of the problems that contributed to In the classroom context, cultural factors can be noticed less successful learning achievement compared with students during the teaching and learning process (Amin, 2015). without cultural barriers. Khuwaileh (2010) have also demon- When cultural differences are not understood, they can strated that cultural differences bring many problems related become communication barriers. These problems relate to to teaching and learning in the classroom. Therefore, English different ways of thinking, seeing, hearing, and interpreting teachers must pay attention to cultural differences to reduce the world. Farabi (2015) discusses how “cultural barriers are misunderstandings in the classroom (He, 1988). When teach- considered as those traditions which become hurdles in path ing English to refugees, teachers need to understand the of understanding or teaching/learning different languages, potential cultural differences between learners and teachers to among which body language, religious beliefs, etiquette and create effective classroom communication and eliminate 4 SAGE Open barriers. Amin (2015) further reports that, in India, teachers contact with participants in a natural setting to investigate found language teaching a good way to prepare students, who the everyday and/or exceptional lives of individuals, are going to live and study abroad, for cultural differences. He groups, societies, and organizations (Miles & Huberman, also suggests that teachers’ use of various materials related to 1994). According to Seliger and Shohamy (1989), descrip- cultural differences can help the students to learn better about tive research may involve some techniques used to specify, the particular pedagogy of the students’ home cultures and delineate, or describe naturally occurring phenomena adapt their teaching to the learning styles of their students. without experimental manipulation. This research focused When teaching EFL for refugees, it is important that teach- on the classroom interactions of mentors and Rohingya ers are aware of the students’ different cultures. Because most refugees. We observed, recorded, and interviewed the par- of refugees may come from countries where they went through ticipants to gain insights and explanations regarding the traumatic life experiences, it definitely affects their progress in cultural barriers and obstacles among the mentors and learning and time in adapting to the new societies in which Rohingya refugees while learning English at the UNHCR they are settled (Kanu, 2008; MacKay & Tavares, 2005; camp in East Aceh. Magro, 2009). It is more than just teaching; besides preparing materials that are appropriate to their age and needs, teachers must also be aware of and be able to cope with the stresses due Location to the experiences that these refugees have went through This research was carried out at the UNHCR camp for (Macksoud, 2000). Therefore, for the majority of refugees in Rohingya refugees in East Aceh next to Jalan Nasional the English language teaching (ELT) class in using English as Medan-Banda Aceh. They are located in Desa Bayeun of the only language definitely depends on the strategies and the Rantau Selamat Subdistrict in East Aceh. The camp is on a teachers’ attitude toward them during the class. For example, former palm tree farm that has some old office buildings if EFL teachers repeat the question or give a partial answer, it from the previous owners. One building has eight rooms that can encourage the students to correct the teacher and increase are now used to accommodate women and children refugees, their participation in the classroom (Farabi, 2015). Whether or while men stay in tents outside the building provided by not the classroom activities are interesting is also a factor in IOM and other NGOs. The men study English in two gaze- whether students participate in the classroom. Thus, the stu- bos, typically used for public meetings. The women study in dents’ ability to learn English depends on the teacher’s under- the room next to their bedroom. standing of cultural differences. Based on the studies described above, it is clear that teachers or mentors need to understand how differences in Participants culture, values, thinking patterns, social conventions, SH, and customs affect the language learning process. Moreover, The total number of Rohingya refugees in the Bayeun camp teachers or mentors need to ensure that classroom activities is 119. Of the 119, only 60 took part in the English courses of are interesting to encourage the refugees to enjoy learning whom only 30 of whom are interviewed because the other 30 and using their new language in daily life. had been resettled abroad by UNHCR. These 30 students The effects of language barriers, especially for EFL stu- were taught by eight Acehnese mentors. The students range dents, are problems that need to be understood by mentors in age from 15 to 39 years, most of whom can read and write and teachers. According to Lauring (2008), language is a in their mother tongue but barely understand English. The medium of communication that is linked to an individual’s majority of the refugees did not go to formal schools in identity. For refugees who are seeking protection in foreign Myanmar. However, some had informal schooling at their countries, cultural barriers could not only be obstacles in the local mosque. In Myanmar, outside these informal school classroom but also later when speaking English after they hours, they would stay at home and could not go out to earn have been resettled abroad. Therefore, it is important to rec- money due to the restrictions in place by the Myanmar army. ognize the barriers between teachers and students learning Of the eight mentors who initially taught the Rohingya English to ease communication and make the most of the refugees, six mentors remained when we collected data. The classroom opportunity. This study focuses on the barriers mentors included four males and two females aged between faced by the English teachers for Rohingya refugees at one 26 and 30 years. One mentor is an English lecturer at a UNHCR camp in East Aceh. nearby University in Langsa. The others are teachers at state and Islamic schools near the camp. All six mentors have a bachelor’s of education; three have a BE in English from Method Universities in Aceh, and two have a BE in Arabic (one from Research Design a University in Egypt). The Arabic language teachers have experience teaching English to local students in nearby vil- The design of this research was qualitative. Qualitative lages. Given their university and teaching experience, all research is conducted through intense and/or prolonged mentors are deemed qualified to teach EFL. Yasin et al. 5
Instruments student refugee and mentor were conducted at the camp. The interviews were recorded using a recorder application of For data collection, we used three instruments, namely, obser- Apple iPad Mini and recorded with a Canon D1500 camera. vation sheets, video recording, and interview. The first obser- Each interview lasted for approximately15 min. Interviews vation sheet on the classroom environment was adapted from with the mentors were conducted in Indonesian; this lan- Reder and Cohn (1984). It observes about type of building, guage was chosen as both the mentors and interviewers are temperature, external noise, lighting, amount of space, class- Indonesian speakers. It was believed that by interviewing the room location, number of students, and other factors that mentors in their first language, more detailed information determine a classroom environment. Meanwhile, the second could be obtained for this research. Interviews with the refu- observation on the teaching process is adapted from Farabi gees involved a Bangladeshi interpreter and one refugee who (2015). It focuses on the language of interaction (question and can speak enough English to translate for the interviewer. answer practice), recitation of the question and answer, stu- dent role-play (students’ interaction or individual work), and correction pattern (repeating the question or giving a partial Technique of Data Analysis answer) for the teaching processes in English language learn- Based on recommendations from Prosser and Loxley (2008), ing classrooms. Finally, the third observation sheet on the cul- a two-step process for analyzing the observation and video tural barriers in English language learning was also adapted recording data was used. The video recording needed addi- from Farabi (2015). It looks at the aspects of body language tional transcription about interactions between the mentors (BL), religious beliefs (RB), etiquette (EQ), and SH that typi- and the refugees. The first step was progressive focusing cally cause culture barriers in the classroom. whereby we limited and clarified the amount of data gained The video recordings were used to complement the obser- from the observation to answer the research questions of this vation sheets; the recordings were of interactions between study. This means that notes directly related to the research the refugees and the mentors and the process of teaching and questions were kept and those notes that were on alternative learning in the English classes. The recordings also enabled topics were removed. The second stage employed grounded us to observe the attitudes and strategies used by the teachers theory, which is the process of examining the data to develop in teaching and helping the refugees to participate in the ideas and interpretations. The data were then interpreted into English class. different narratives. Furthermore, the interviews were designed to obtain The interviews were transcribed and translated into information from the mentors and refugees on the cultural English. Miles, Huberman, and Saldaña’s research methods barriers and obstacles they faced during the process of teach- (2013) were used to inform the analysis process. First, the ing and learning English at the camps. Most importantly, the data were displayed to prepare them for coding. The inter- mentors and refugees gave consent to be recorded, noted, view data were coded according to how they related to the and interviewed during this research. cultural barriers in language learning, namely, classroom environment, BL, RB, EQ, SH, and “Other factors” (Farabi, Technique of Data Collection 2015). The aspect “others” was added as facts appeared in data that were not related to in the previous categories. After At the camp, there were two English classes each weekday, the data were coded, they were examined to find connections one from 10:00 a.m. to 11:00 a.m. and another from 3:00 and interrelations in the data from one aspect to another. p.m. to 4:00 p.m. over a 1-year period from 2015 to 2016. Appropriate data were kept for interpretation, while data that Two mentors taught each lesson, assisted by a refugee who were not relevant to the research questions were removed. could speak a little English. In each class, one refugee was Finally, the data were verified by interpreting the results by appointed as a teacher’s aide, that is, a male for the male creating explanatory accounts. classes and a female for the female classes. Their task was to explain the lessons in the Rohingya language. For this research, class meetings were observed over 5 Results and Discussion days. The third author observed and noted down the class- Classroom Environment as Supporting Condition room conditions, activities, and interactions in the classroom. in the Process of Teaching and Learning English She acted as a nonparticipant observer. This is an individual who is not directly involved with the administration or con- This section answers the first research question that inquires duct of the particular program (Posavac & Carey, 1997) and about the classroom environment as supporting condition in had no specific role as a participant (Bernard, 1988). the process of teaching and learning English for the Rohingya Furthermore, in every class meeting, the video recording was refugees and their mentors. From the observation and video situated at one corner of the square-shaped classroom. It was recording conducted, we found several aspects in relation to kept turned on from when the class started until it ended. these issues, which are illustrated in Table 1 below. Finally, the interviews were done after the four meetings The type of building used for the English classes for male had been observed and recorded. The interviews with every refugees was a balai (a public building for meetings or a 6 SAGE Open
Table 1. Observation Sheet 1 on the Classroom Environment.
Classroom environment Type Further details Type of building Balai (a public building for meetings/gazebo) and room Large room but without chairs Temperature Good Open room/open area External noise None There is no external noise from other refugees or people around the camps Lighting Good Open area Amount of space Size: 4 × 5 m There are no tables/desks or chairs for the refugees who are taking English class Classroom location 50-100 m from the refuges’ tents Within the camp area Number of students 10-15 refugees per class The class is not always attended by all the refugees. Other factors 1.- 1.- 2.- 2.-
Figure 1. The balai (gazebo) used to teach the male refugees. Figure 2. The room used to teach the female refugees.
small gazebo) built by humanitarian NGOs to support the had tables and chairs. The number of female refugees refugees (see Figure 1). This balai was used by the male who attended the classes was less than the males. The refugees, while female refugees had English classes in a study areas are located about 50 to 80 m from the tent but room inside the building where they lived (see Figure 2). The still within one area of the refugee camp. The size of the temperature in the balai was good because the room was an balai and classroom was about 5 × 5 m. Although 30 refu- open area, which does not require air conditioning and gees take English classes, the number who attended was already had ventilation for air circulation. The room for inconsistent; sometimes the classes had 20 to 30 refugees female refugees’ English classes had an electric fan when the but at other times there were only 10 to 15. The mentors temperature got warm. often had to go and call them for the English classes. There was no external noise because the English classes Although the refugees knew the importance of English were from 10:00 a.m. to 11:00 a.m. and from 3:00 p.m. to for their future resettlement, some were not interested to 4:00 p.m. every weekday and the other refugees not taking attend class. The mentors understand perhaps this may be part in the classes were resting or napping. Young children due to their traumatic experiences in Myanmar that cause aged around 2 to 6 years in another room were also playing them the lack of enthusiasm and problems in learning. some learning activities guided by facilitators from Save the And so, when it was time for the lessons, the mentors Children and Dompet Dhuafa from 10:00 a.m. to 11:00 a.m. would go and call them patiently one by one to attend the The light level was good as the room was open and because class. class was during daylight hours. The balai and the room did Hence, it can be concluded that the conditions of the class- not need any lights for lighting. room environment were adequate for learning English as there In the balai, the male refugees sat on a floor covered were no significant external disturbances. This was also because with mats and the room lacks benches and tables for them most of the learning activities are held in the morning and some- to write. This condition makes it difficult to write notes times in the afternoon with no significant environmental dis- during the lessons. In the female class, the study room tracters to either the mentors or the student refugees. Yasin et al. 7
Table 2. Main Points of a Teaching Process on Public Transportation.
Topic: Public transportation The class lasts for an hour (60 min) Activities in the classroom. (5 min) A greeting by the mentors in English, such as “How are you today?” “Did you study last night?” “Have you had lunch?” etc. (5 min) The mentor begins the class by reciting do’a together. (10 min) The mentor explains the topic on Public Transportation to the refugees, namely, air, land, and water means of transportations. The mentor uses some pictures to show the refugees. (10 min) One of the refugees who can speak English is asked to explain the topic in Rohingya language. (5 min) The mentor mentions some words related to Public Transportation in English and the refugees repeat them. (5 min) Refugees are asked to say out loud different means of transportations in the Rohingya language based on the pictures shown by the mentor. For example, the mentor shows a picture of a bicycle and asks the refugees to say it first in the Rohingya language, then he says it in English, “bicycle.” (10 min) The mentor gives the refugees a student worksheet to be done individually. The worksheet contains some pictures of transportation and the refugees have to write the name of the means of transportations under each picture. (10 min) The refugees finish doing the worksheet and the answers are corrected together with the mentor and classmates. The class ends by reciting do’a.
The Teaching Processes Employed by the The language used by the mentor and the refugees in the class Acehnese Mentors When Teaching the Refugees was very simple English and a lot of BL was involved. The mentor asked the refugees to repeat the words by showing the This section answers the second research question, which pictures that have been provided by the mentors. Then they inquires about the teaching processes employed by the were asked to say the English word for the item displayed in Acehnese mentors when teaching the Rohingya refugees the pictures. The following is an example (where “M” refers at the camp. Based on the observations of the teaching to Mentor, “R” refers to Refugee, and thus, “Rs” refer to refu- process, each class began by reciting do’a, checking the gees, and “D” refers to Data). students’ attendance, and by greeting them with “Good morning! How are you today?” The mentors then explained D1 M: This is hair . . . ha-ir! Hair! (the mentor touches words associated with the day’s topic, for instance, Public his hair and waves it around until the refugees laugh) Place, and wrote the topic on the whiteboard. The mentors Now, say ha-ir . . . hair! sometimes asked one of the students who already under- Rs: Ha-ir! Hair! stood English a little bit to explain the meaning of the word in the Rohingya language. The mentors also used BL M: Yes! How do you say it in Rohingya? Rohingya? or sometimes model the action of the verb regarding the Hair? (emphasizes the word while touching his hair) topic. Rs: Chool! The following Table 2 shows the main points of the syl- labus of teaching process used by the mentors on the topic of M: Good, in Rohingya it is “chool” . . . in English it is Public Transportation. . . .? Table 2 shows that the syllabus for teaching the refugees Rs: Hair! was very simple. The use of materials by the mentors appeared to play an important part in the EFL instruction for M: Very good! (puts his thumbs up) the refugees. Although the greatest emphasis in the English language class for them was on spoken English, most materi- The explanation was occasionally provided in Rohingya als used in classroom were simply materials on the white- and English to increase understanding and encourage the stu- board such as drawings and there were also posters or printed dents to remember the words. The mentors repeat the words color pictures that can be seen occasionally during the teach- to teach the refugees the correct pronunciation. We note that ing and learning process. Meanwhile, technological materi- the Rohingya people could not read or write in English at all als such as tapes and videos were rarely used. before attending the English classes at the camp, this Meanwhile, from the observation and video recording obviously had a huge impact on their ability to understand conducted, the general teaching processes in every meeting the lessons and pronounce words in English. are illustrated in Table 3 below. Recitation plays an important aspect in the teaching process; Based on Table 3, the first aspect that should be paid atten- it trains these students’ language ability. The following is an tion to in the teaching process is the language of interaction. example of recitation between a mentor and a student refugee: 8 SAGE Open
Table 3. Observation Sheet 2 on the Teaching Processes.
Teaching process The Acehnese mentors The Rohingya student refugees Language of • Ask the meaning of words. • Say and repeat words, phrases, or short interaction (question • Ask the refugees to repeat the words. sentences taught by the mentors. and answer practice) • Greet them to ask their condition. • Answer questions. • Frequently ask them whether they already understand the • Understand the words and several lesson after every lesson. simple expressions or dialogues. • Point to things and ask them how to say them English. • Mention the words related to things that are asked by saying them in English and in Rohingya. Recitation of the • Pronunciation • Repeat and try to say the words or question and answer • Express the answers of the questions before they are asked expressions given by the mentors with to repeat or pronounce them with the correct intonation. correct intonation. The questions can be expressions or dialogue. Student role- • Ask the refugees to come to the front of class to practice • Practice the dialogue in front of the play (students’ the dialogue in pairs. class in pairs. When they have problems interaction or • Ask them to do the exercise sheet individually. in saying or understanding the words, individual work) • Keep asking the questions related to the topics to check the they are assisted by their friends by progress of their work during exercises. using Rohingya to explain. Correction pattern • State the correct examples of the word or expression and its • Try to understand the intonation and (repeating the pronunciation, and then ask the refugees to repeat. the pronunciation of words, expression, question or giving a • The word, expression, or dialogue is taught by repeating it and dialogue repeated by the mentors. partial answer) part by part.
D2 M: What is this? (the mentor shows a bag) M: Very good! (puts her two thumbs up to show the meaning of “very good”) R: Bak! M: (shakes her head) Ba-ag . . . This is a bag. (opens The last aspect that is important in the teaching process is her mouth wide while pronouncing the words) correction patterns. The mentors frequently asked the refu- gees to repeat a word or expression part by part or based on R: This bak! the syllable to make them easily repeat the words or the M: This is a ba-ag . . . bag! expression. The mentors say the answers to the questions before they ask the students to repeat them. The questions R: Ba-ag . . . bag! This a bag! can be expressions or dialogues. This repeating question or M: Very good (puts her thumbs up to express “very giving partial answer showed direct impact for the refugees good”) in pronouncing the words correctly.
The next aspect is student role-play. In the teaching process, D4 M: I am happy today. (the mentor asks R to repeat the mentors asked the refugees to practice a short conversation the sentence) in pairs related to the topic or words that had been explained. R: . . .? (looks confused) The mentors encouraged them to interact and to ask something associated with the topic that had been discussed. For example, M: Please repeat the words after me. (explains a few the mentors asked the students to come to the front of class to times, when the refugee still looks confused, he asks practice a short conversation in pairs and one student who one of the Rohingya who can speak English to already understood English is asked to explain the meaning of explain the meaning of the sentence in the Rohingya certain words in the Rohingya language should their friends language) need help during the conversations. For example, R: I am hapi today. (cannot mention the word “happy” D3 R1: How are you? clearly) R2: Hmmm . . . (could not answer) M: No . . . (shakes his head in disapproval) Not ha-pi, but hap-py . . . happy! (shows a smiley face) R3: Tui gomasone? (translated R1’s question into Rohingya to R2) R: Hap-py . . . happy! R2: I am fine (he finally could answer after R3 trans- M: Good. (puts his thumbs up). Let’s say the phrase lated it into Rohingya) again: I am happy today. Yasin et al. 9
R: I happy. . . Thus, the refugees always sat separately when attending a meeting or medical treatment at the camps. Similarly, this M: . . . to-day . . . today. social habit is also shared with the Acehnese, where it is R: I happy today. common for men to wear sarong at home and women would wear the hijab when they leave their houses. Acehnese men M: Very good! (puts his thumbs up) and women do not gather in the same place as well. In meet- ings, for example, the men would sit on one side and the Cultural Barriers Faced by the Acehnese Mentors women would be seated on the other side of the room. and Rohingya Refugees in Teaching and Learning Referring to the theory of cultural barriers proposed by English Farabi (2015), the four aspects found in this study were not all barriers between the Acehnese mentors and the Rohingya stu- This section answers the third research question of this study, dent refugees. In a way, both mentors and refugees were learn- which inquires on the cultural barriers faced by the Acehnese ing about each other’s cultures, EQs, and habits. This was mentors and Rohingya refugees in teaching and learning previously discussed by Yasin et al. (2016) during their prelimi- English. The aspects focused on were language, RB, EQ, SH, nary observation of the student refugees in the English classes and others (shown in Table 4). prior to this research. The use of BL and RB worked well to From Table 4, it is evident that aspects of cultural barriers enhance understanding with each other in the classes. During were indeed found during the class activities. On BL, the the teaching and learning process, the mentors mostly employed mentors commonly used BL when teaching the refugees BL by practicing or giving the examples of the action or conver- such as shaking their heads to say “no” or “don’t do it,” cov- sation using their body movements. This effort provided better ering their lips to ask the refugees to be silent, or sometimes comprehension for the refugees in understanding the instruc- tapping the whiteboard to get their attention for not chatting tions from the mentors. Moreover, similar RB between the men- with each other during the instructions. Many of these BL tors and the refugees also enabled them to communicate better. signals were similar to both the Rohingya and Acehnese cul- Similarly, the Acehnese are also Muslims who respect the Adzan tures. The use of BL was very effective for the mentors and and would stop teaching at the call to prayer. Moreover, the refugees to understand each other and the lessons. Acehnese people respect the Rohingya’s practice of sitting sepa- Regarding the aspect of RB, the class always started and rately because the Acehnese also practiced the same culture. ended by reciting do’a (short prayers). The refugees greatly Similar practices made the refugees comfortable to live and appreciate the Adzan time (call of prayers, called out five interact with the Acehnese villagers around the camps. times a day) and the learning activities have to stop no matter Nevertheless, some EQ and SH were barriers in the teach- what. If the mentors were trying to explain some last bit of ing and learning process, particularly the refugees’ habits of the lessons while the Adzan was calling, the students would talking loudly in the classroom and spitting from their stop them by raising their hands indicating that the Adzan chewed betel leaf, which were uncomfortable to the Acehnese was calling and they need to leave the class immediately for mentors. Thus, the mentors did inform them that the habit of prayers. chewing betel leaves must be gradually decreased because There are some EQs observed among the refugees during they would not find these leaves when they settle abroad. In the teaching and learning process as regards calling out to Aceh, these leaves are also commonly used in traditional cer- their friends loudly in the classroom, talking to each other emonies as a symbol of culture to the Acehnese (see Fata, and laughing with each other when the mentors were teach- Yusuf, & Sari, 2018; Yusuf & Yusuf, 2014); this meant it was ing, entering and exiting the classroom without asking per- relatively simple for the refugees to easily access them. mission from the mentors, scolding their children in front of Some Acehnese elders also chewed these leaves daily the mentors during the learning process, spitting anywhere because it is said that they have health benefits to the body; while chewing betel leaf, and sometimes answering the tele- however, it is not much practiced anymore by the Acehnese phone during the learning process. These habits hindered the today (Yusuf, 2002). teaching and learning process and became obstacles for the mentors in creating a good atmosphere for teaching English in the classrooms. Thus, the mentors informed us that these Interviews With Mentors on the Cultural Barrier practices were prominent in the first few months of the and Teaching Process English classes. The refugees became more aware of the classroom EQ in the following months. A key challenge for the mentors is the issue that the majority From their SH, it was observed that the male refugees of the Rohingya refugees cannot read or write in their own always wore sarong, while the female wore hijab (scarf) language because they have not studied formally at school in when they go out of the camps, including little girls who are their country. The mentors had to teach the refugees the aged older than 5 years. They were not accustomed to gather- alphabet and how to read and write at the same time as teach- ing in combined groups of men and women in a meeting. ing simple English communication. 10 SAGE Open
Table 4. Observation Sheet 3 on the Cultural Barriers.
Cultural barriers Code Mentors Refugees Body language BL •• Practice action verbs by doing the action (e.g., •• Display understanding of the verbs that “standing up”). are learnt by following the actions of •• Point to pictures to explain about the picture (e.g., to the mentors, for example, when the explain the word “bird,” a picture of a bird is shown. mentors say “stand up” while acting it •• Ask the refugees to mention some words in the out, the students follow. Rohingya language related to the pictures shown by •• Show comprehension of vocabulary the mentors by saying, “What is it in Rohingya?” and being learnt by repeating words said pointing to pictures or performing some actions. by the mentors without being told •• Thumbs up meant “very good” and paying attention to the pictures •• Nodding meant agreement. presented in class. •• To be quiet is shown by covering their lips with •• Show attentiveness to the mentors’ hands. instructions by being silent and looking •• Shake hands for greeting. at the mentors. •• Shake head to say “no” or “don’t do it.” •• Shake hands for greetings. •• Know to present the Rohingya version of the words while learning vocabulary when the mentors asked them to (e.g., fhul = flower, chool = hair) •• Thumbs up meant “very good” •• Nodding meant agreement. •• To be quiet is showed by covering their lips with hands. •• Shake hands for greeting. •• Shake head to say “no” or “don’t do it.” Religious beliefs RB •• Begin the class by reciting do’a (short prayer). •• Recite do’a before and after instruction •• The course has to stop before Adzan (or call of begins. prayer) for Asr prayer (the third prayer of the day for •• Immediately return to the camps the Muslims) at about 4:00 p.m. for “Asr” prayer without being told. •• The class is also ended by reciting do’a, guided by the Sometimes they would leave the class mentors. even though the mentors are still •• The female and male refugees study in different talking once they know the Adzan classrooms. would be called out soon. •• Males and females must be seated separately. Etiquette EQ •• Greet the refugees one by one with, “How are you?” •• Common to go in and out of class “good morning,” etc. before the class begins. without asking the mentors’ permission •• Call their names for the attendance list. while instruction is in progress. •• Give instructions to the refugees in the class for not •• Common to talk to each other a bit entering and going out of the class during the learning loudly, and sometimes even arguing, activities, not talking while the mentors are explaining while the mentors are teaching the lesson, not answering the phone, and not arguing •• Common to answer their cell phones in while the class activities are in progress. front of the mentors while instruction is in progress Social habits SH •• The Acehnese men wear sarong only for conducting •• Wear sarong while studying in the class. prayers or when they are at home. •• The female refugees are always wearing •• The Acehnese women wear hijab when they leave hijab or veil when they are studying in their homes. the class. •• The Acehnese chew betel leaf only at a certain •• Chew betel leaf every day. time of the day or for certain events or traditional •• Spit everywhere on the floor. ceremonies. •• To touch people’s head is common. •• Spitting is not allowed in front of other people. •• The female and male refugees are not •• To touch people’s head is not allowed. studying in the same class. •• The males and females are seated separately; even if •• Speak loudly when calling someone. they are learning in the same room; usually, the men •• The female refugees sometimes yell and would be seated on one side and the women would scold their children in the class. be on the other. Yasin et al. 11
The second obstacle faced by the mentors is the language explanation in Rohingya to them that those habits were not barrier. In the interview with Mentor 3 (M3, male, age 28), acceptable here and even abroad when they arrive at their he explained that the biggest problem he faces is language. designated resettlement countries. M4 claimed that the most important thing in the teaching process was that the refugees M3: It’s difficult to explain the meaning of English could understand which EQ and habits needed to be changed words to the refugees since they cannot speak in for the better. Furthermore, it was important that they could either English, or Indonesian, or Acehnese, the lan- at least communicate in simple English when they need help guages that we speak here in Aceh. I have to explain or ask other people questions in their daily life. This skill will a word repeatedly and ask them to repeat after me be vital once they are settled in a country that is even more many times. Body language and pictures are the best foreign to them than Aceh. way to help me explain the words to the refugees. It is an important point to mention that the Rohingya There are one or two refugees in my class who people never attended formal schooling while in Myanmar. already understand English a little so that I usually This has an immense impact on classroom behavior because ask them to explain the meaning of the words to their if they had been to school before, it is expected that they friends in Rohingya. This condition really helps me would have learnt and understood to not talk while the in teaching them. teacher is talking, to not use phones in the classroom, to not enter or leave the classroom without permission from the As explained by M3, it is difficult to explain certain words teacher, and to not spit inside the classroom. We suggest or actions to them as they do not speak English, Indonesian, that these practices are due to the refugees never having or Acehnese. attended formal schooling before rather than being their In every class meeting, there were two mentors in a class. cultural norms. As of the requirements in all educational The first mentor explains a word and the second mentor per- curriculums today, students typically learn ethics and forms the action of the word. The mentors frequently wrote proper practices at school. the words on the whiteboard and used BL to explain them to the refugees. The refugees were also asked to practice and perform the verb in front of the class. The refugee teachers’ Interviews With Refugees on the Cultural Barriers aid then explained both the lesson topic and the words in the and Teaching Process Rohingya language to the student refugees. M1 (female, age For the Rohingya refugees, the interviews were conducted 26) discussed the effectiveness of using a teacher aid. with the help of a translator from Bangladesh together with a M1: Having two mentors in teaching the refugees in UNHCR officer who could speak the Rohingya language. the class is a big help to me. I have difficulty in The results of the interview show that some of the refugees explaining to all the refugees in the class because felt happy in taking the English classes. They found it inter- they have different abilities in understanding the les- esting to learn English with the mentors as they had never son. With the help of a teacher aid, the confused refu- been to school in Myanmar. The English vocabulary and gees can be handled directly. This refugee who expressions they learnt would be needed when they settle already understands a little English helps us a lot in abroad in Western countries. helping his friends to explain the meaning of a word R2: I am very happy to take this class in here with my in the Rohingya language. friends. In Myanmar, we could not go to any formal school but now I can read, write, and understand Other barriers in the classroom were the habits and EQ of English! I know how to ask, “How are you?” “Where the refugees that the mentors found to be disturbing. M4 are you from?” “How old are you?” . . . none of (male, age 30) explained as follows: which I could understand before. I think English is M4: We also experience some obstacles in the class very important when I get to resettle to another coun- regarding the etiquette and habits of the refugees, try. And I can practice it every day with my mentors such as spitting around the floor even in front of the or my friends at this camp before I leave. mentors, talking while the mentors are explaining the lesson, answering the phone, arguing while the Based on the explanation by R2 (male, age 30), he looked class activities are in progress, and often speaking proud that he finally could read and write in another lan- loudly or shouting when calling each other. guage. He understood some expressions and ways of greet- ing and asking something about another person. Thus, the M4 further explained that it took some time to explain to refugees felt that some problems still exist in understanding them that some of their EQ and habits were not acceptable in the lesson. They often found it difficult to understand their the classroom. He reflected that the teacher aid assisted them mentors’ explanation of the words or sentences in English a lot in outlining this situation to the refugees; he provided and Indonesian. 12 SAGE Open
R3: I barely understand the explanation from my men- still within the camp area, it was not too near the living tors about the meaning of words, expression, or con- camps where the children are playing. The female refugees versation. I cannot understand English and were more privileged in having an indoor classroom facili- Indonesian. But, the mentors usually try to repeat the tated with a fan, chairs, and tables. Thus, the drawback of words and use body language to demonstrate them. their environment is that it was next to the living camps The body language or gesture really helps me under- where sometimes noises can be a hindrance in the teaching stand the meaning of the word. My friend (i.e., and learning process. Nevertheless, despite the disadvan- teacher aid) also helps a lot in explaining things to tages of both conditions, the classroom environment for both me in the classroom so I can understand the lesson the male and female refugees was deemed adequate. better. In the teaching and learning process, to overcome confu- sion between the mentors and refugees due to language bar- R3 (female, age 22) explained that having a friend who riers, refugee teacher aids assisted the mentors. There were knew a little English is helpful in the class. In addition, the two refugees who understood a little English and they helped use of BL and gesture and/or demonstration technique by the the mentors in the teaching process. One male refugee helped mentors was also a great help in making them understand the mentors in the male classes and one female helped the English. mentors in the female classes. They helped provide transla- Being unable to understand Indonesian and English was tion and explanation in Rohingya to the other refugees. also a difficulty when the mentors asked the students to prac- Again, the use of BL and modeling were useful for the men- tice the activities in front of the class. They were aware that tors and the refugees to understand each other. The mentors the biggest challenge for them was to understand both also provided simple media, such as picture books, posters, Indonesian and English to understand the mentors’ requests. and, sometimes, daily conversation videos to assist the refu- They found it easier to understand the words when the men- gees in learning English. Thus, it is important that teachers tors simply explain the words, especially verbs, through make sure the materials are appropriate to the refugee stu- demonstration and/or practice. Nouns worked best when pic- dents’ needs and conditions (Macksoud, 2000). tures were provided. EQ and SH were found to be cultural barriers for both the refugees and mentors. Some practices were uncommon to R4: I think it will be easier if the mentors are also able the Acehnese mentors and it took some time for the refugees to speak in Rohingya to teach us English, but any- to understand which practices were unacceptable in Acehnese ways, I have learnt a lot of new words both in English culture. A shared religion and religious practices as well as and Indonesian, which are very important for me. shared BL cues proved advantageous to both mentors and The mentors also teach us about the social habit and refugees. Demonstrative BL was used successfully to explain culture in Aceh. We are told not to stare at a woman meanings, such as thumbs up for approval, shaking the head when she is passing by in front of us, because that is for disapproval, and nodding the head for agreement. The not polite. We have to stop spitting when eating the mentors used them to reduce misunderstandings in the class- betel leaves and speak in lower voices. I am learning room, and this is important because if teachers do not pay a lot at the camp. I am very happy, especially when I attention to cultural differences, then misinterpretation (He, was never ever allowed to go to school in Myanmar 1988) or pragmatic failure can occur (Lihui & Jianbin, 2010). by the government. Likewise, as the refuges came to Aceh with traumatic experiences from their country of origin, Kanu (2008) and R4 (male, age 18) inferred that the refugees would prefer MacKay and Tavares (2005) point out that these groups of the mentors to speak the Rohingya language to teach them. learners may go through more difficulties in adjusting to a The teaching process was seen as interesting because the stu- new society and may be slower in learning. Therefore, the dent refugees could learn simple English and Indonesian and mentors kept their gradual pace and patience in teaching the SH or culture of the Acehnese. The refugees find their English to these refugees. They were not forced to learn but English courses a blessing as they were not allowed to attend were persuaded to learn by explaining to them the future school in Myanmar. situations of residing in Western countries. As a final point, this research is not without limitations. It Conclusion was focused on one UNHCR camp in East Aceh, yet, there are other Rohingya refugee camps in Aceh, located in The results of the research suggest even though the class- Lhokbani, Kuala Langsa, and North Aceh. Future research is room environment was still lacking facilities, such as chairs needed to understand whether the insights from this research and tables for the male student refugees in the gazebo, it pro- are shared by mentors and refugees in those camps. The vided enough air and light (as the classes were held during number of data collection days was limited to consecutive daytime). Noises were also less and helped the male students days, which meant that both mentors and students were concentrate better in learning; even though the gazebo was aware of the research underway and may have modified their Yasin et al. 13 behavior during that time. A longer period of observation Islam, N. (2006, October 5). Facts about the Rohingya Muslims of may reduce this bias and provide further insights into the Arakan. Retrieved from http://www.rohingya.org/portal/index. teaching and learning process for both mentors and php/learn-about-rohingya.html students. Ivey, P. S. (2011). Overcoming language and cultural barri- ers in school: Helping Hispanic students acquire success in elementary school (Unpublished master’s thesis). Dominican Declaration of Conflicting Interests University of California, San Rafael. The author(s) declared no potential conflicts of interest with respect Kanu, Y. (2008). 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