Objective: This study explores factors that contribute to the successes and challenges of Syrian refugee children’s language and literacy development in both their second language of English, and the heritage language of Arabic. This is a three-year longitudinal study, with research being carried out at three sites: Edmonton, Toronto, and Waterloo. This study is also a collaboration with a CYRRC project from the Well-being cluster to explore the relationship between learning and well-being in Syrian refugee children.

Justification: To fully participate in Canadian society, refugee children need to achieve fluent language and literacy skills in English. At the same time, the maintenance of the first language, which in the context of this study is Arabic, is key to family and community relationships and may confer cognitive advantages associated with bilingualism.

Practical goal: This study will help establish best practices for second language learning of refugee children, taking into consideration how individual differences in socioemotional wellbeing contribute to refugee children’s language and literacy development.

Primary audience: Educators, mental health practitioners, service providers, and refugee families