Educators' experiences of working in Intensive English Language Programs: the strengths and challenges of specialised English language classrooms for students with migrant and refugee backgrounds

Abstract

In this article, educators’ experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke’s method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.