An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). While ELLs with IFS pose challenges for Canadian high schools and teachers, the struggles faced by these learners to integrate and succeed in their new educational environments are far more complex. This study aimed to gain insight into how two teachers are attempting to support the academic, linguistic and social integration of ELLs with IFS. Through classroom observations, interviews and document analysis, I examined the envisioned, enacted and experienced stages of two Manitoba high school programs that were created specifically for ELLs from refugee backgrounds who have disrupted or limited formal schooling and are at high risk of academic failure. The findings from this study revealed how teacher agency and divisional as well as administrative input significantly alter current and future learning opportunities for ELLs with IFS. The unique circumstances of each school’s Intensive Newcomer Support classrooms, i.e. student population, support services, teaching practices and administrative decisions, were found to impact the design and delivery of each school’s program and thus the experiences of the students. This study identifies how two teachers in Winnipeg, Manitoba, Canada, attempted to provide a meaningful and relevant education for their ELL with IFS students. It is the researcher’s hope and intent that this study will inform educational policy, teacher education and educational development initiatives both in Canada and in the various international contexts that serve refugees.

An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). While ELLs with IFS pose challenges for Canadian high schools and teachers, the struggles faced by these learners to integrate and succeed in their new educational environments are far more complex. This study aimed to gain insight into how two teachers are attempting to support the academic, linguistic and social integration of ELLs with IFS. Through classroom observations, interviews and document analysis, I examined the envisioned, enacted and experienced stages of two Manitoba high school programs that were created specifically for ELLs from refugee backgrounds who have disrupted or limited formal schooling and are at high risk of academic failure. The findings from this study revealed how teacher agency and divisional as well as administrative input significantly alter current and future learning opportunities for ELLs with IFS. The unique circumstances of each school’s Intensive Newcomer Support classrooms, i.e. student population, support services, teaching practices and administrative decisions, were found to impact the design and delivery of each school’s program and thus the experiences of the students. This study identifies how two teachers in Winnipeg, Manitoba, Canada, attempted to provide a meaningful and relevant education for their ELL with IFS students. It is the researcher’s hope and intent that this study will inform educational policy, teacher education and educational development initiatives both in Canada and in the various international contexts that serve refugees.