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July 2017
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This is the first time this programme is being implemented at The UWI. Dr. Renee Figuera, Coordinator, Teaching English to Speakers of Other Languages (TESOL) programme and U, We and Refugees Project Coordinator, conceived the idea of teaching English to refugees, and proposed it to the Living Water Community. Romulo Guedez, Instructor and Advertising and Logistics Coordinator of the programme suggested offering service learning courses through the Office of Community Engagement. Dr. Figuera says, “It made sense for the TESOL programme to be involved,” because of the im-portance of language, “in areas of inequality and areas dealing with access and marginal popu-lations.” The programme offers an 8-week English as a second language (ESL) immersion expe-rience that emphasizes listening and speaking. The stakeholders hope it will be a valuable re-source for people who face many obstacles locally when it comes to language. Dr. Figuera explains, “Our emphasis is on integration. Our emphasis is on empowerment.” Guedez notes that the programme gives the opportunity “to facilitate their integration in our society by specifically overcoming the challenges derived from language barriers.” “They are becoming resilient by equipping themselves with English,” observes Dr Amina Ibra-him-Ali, Coordinator of English as a Foreign Language (EFL) at the Centre for Language Learning. The programme has brought together TESOL of the Department of Languages and Linguistics; the Living Water Community; the Faculty of Humanities and Education; the UWI Office of Community Engagement and the Humanitarian Association of Trinidad and Tobago. Rochelle Nakhid, Coordinator, Ministry for Migrants and Refugees of the Living Water Commu-nity (LWC) is very familiar with the difficulties of the refugees. Though the number can fluctu-ate, an average of 700 refugees are in Trinidad and Tobago at a time. The majority come from Cuba, then Venezuela, followed by Syria and Bangladesh. The LWC works with the United Na-tions High Commissioner for Refugees (UNHCR) to provide protection which means “everything from providing shelter, mediation, providing food, liaising with the government, liaising with immigration, providing training, capacity-building for government, civil society, etc.” The lack of a local refugee policy is a major obstacle. “In 2014 the government approved a refugee policy and that policy is still being implemented and there is no legislation yet, so it’s still not a government responsibility,” said Nakhid. Progress has been made since the UNHCR stationed a representative here “to ensure the im-plementation of the policy and to ensure the handover of refugee status determination to the government and protection in general.” Discussions are in progress to determine the roles of the various entities involved including the Immigration Division, but as Nakhid explains, “At this point it’s still a UNHCR and LWC responsi-bility, so in the absence of that legislation, we’ve operated more or less on a good faith relationship.” In the meantime, the status of many refugees remains unstable. The policy contains recommendations like providing the right to work, education and health, but they are not guaranteed. In the face of increasing needs, the LWC is working with entities to relieve the situation. These efforts could make a big difference to the refugee population. “We can live without food and the new clothes, but education is very important,” states Paul (not his real name) who came from Pakistan with his wife and children. Paul’s command of English is so good he volun-teers to assist other refugees. Despite their daily difficulties, he is optimistic about his family’s future. “This country is very good maybe 200% better than our country... Over here wherever we go people greet us with open hands and open hearts in our church.” Paul seems to characterize the feelings of many refugees in the programme. Guedez observes that “they appreciate and value the effort that has been done to bring alive these ESL classes to support them.” In addition, the 14 TESOL trainees who work with them are gaining important practicum experience as well as exposure to non-homogenous groups. The trainees designed the curriculum and have even contributed some funds to help pay for supplies. Volunteers assist in organization and implementation of co-curricular activities. All involved are concerned about the need for local sensitization. Dr. Figuera talks about the pervasive stereotypes which exist. For example some suggest that refugees strain local re-sources when in fact they are often highly educated and willing to work. “It’s raising awareness that the ordinary person in the neighbourhood ...also has a role when it comes to resettlement because even things like attitudes of openness or being completely closed can certainly make a difference. It’s a partnership of persons with a common cause.” “I think that if we were in that situation... and we had to be pushed out of our country and we feared death or some kind of destruction, some kind of oppression...we’d want somebody to help us, and I think that human kindness can go a long way,” said Dr. Ibrahim-Ali affirms. For more information contact 662-2002 Exts. 82036, 84309 or u.we.and.refugees@gmail.com. Dixie-Ann Belle is a freelance writer and copy editor. |
As citizens across the globe commemorated World Refugee Day on June 20, the thoughts of many in Trinidad and Tobago were turned to people in far off countries who have been dis-placed from their homes and are struggling to find a new life. What may be surprising is that the refugee crisis is also directly affecting our society. While it may seem distant, walking among our citizens is an almost invisible population of refugees. For those involved in the U, We and Refugees programme, their plight is very real, and they are working to sensitize our communities.