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Journal articles on the topic 'Education of immigrant pupils'
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Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (December 2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.
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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources.
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Tatar, Moshe, and Gabriel Horenczyk. "Immigrant and host pupils' expectations of teachers." British Journal of Educational Psychology 66, no. 3 (September 1996): 289–99. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01198.x.
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Sierens, Sven, Piet Van Avermaet, Mieke Van Houtte, and Orhan Agirdag. "Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement." European Educational Research Journal 19, no. 6 (May 25, 2020): 564–86. http://dx.doi.org/10.1177/1474904120925981.
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The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders – a case characterised by near-general enrolment and a ‘schoolified’ approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed that pre-school duration was significantly yet weakly related to standardised test scores in science but not in reading. Second, pre-school duration moderately mitigated the relation between parental socio-economic status (SES) and reading outcomes. Third, the relation between pre-school duration and science/reading achievement did not vary significantly across immigrant and linguistic backgrounds. Altogether, these findings indicate a relationship between pre-school participation and short-term academic achievement that is mixed in terms of cognitive task and pupil backgrounds. The result that attending pre-school seems to counter the disparity in reading outcomes between low-SES and high-SES pupils is consistent with existing evidence.
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del Barco, Benito León, Elena Felipe Castaño, Teresa Gómez Carroza, Margarita Gozalo Delgado, and Carlos Latas Pérez. "Scale of attitudes of schoolchildren towards immigrant pupils." European Journal of Psychology of Education 22, no. 4 (December 2007): 439–54. http://dx.doi.org/10.1007/bf03173465.
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Aarssen, Jeroen, Peter Broeder, and Guus Extra. "Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 41–55. http://dx.doi.org/10.1075/ttwia.59.05aar.
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Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.
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Vedder, Paul, and Hetty Kook. "Verschillen Tussen Antilliaanse en Arubaanse Leerlingen." Leerderskenmerken 37 (January 1, 1990): 92–102. http://dx.doi.org/10.1075/ttwia.37.10ved.
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Most immigrant children in the Netherlands are second or third generation immigrants. For children from Antillian or Aruban parents (the Netherlands Antilles and Aruba are former Dutch colonies in the Caribbean) this is quite different. Many of these children of pre-school or primary school age are first generation children. This article reports a study on effects of immigration on school achievement, motivation and abstract problem solving skills of 56 Antillian and Aruban immigrant children in the age range of ten to thirteen. These children were compared with a group of 121 Dutch pupils and with a group of schoolchildren living in Curaçao, the largest island of the Netherlands Antilles. The number of children from the latter group varied per test. It was hypothesized that immigration would have a disturbing effect on the relationschip between scores on a variety of measures. The normal picture in schools is that good pupuls generally achieve well on a range of performance tests, whereas the less capable pupils do less well on these tests. This is what we call a homogeneous learning profile. Disturbance manifests itself in a break-down of this homogeneity. What results are heterogeneous learning profiles: a pupil may achieve well on a particular measure, but this does not tell us anything about achievements on other measures. Homogeneous learning profiles are what teachers often expect. In the Netherlands there is a form of special education especially for children with strongly heterogeneous learning profiles. Both in the group of Dutch children and in the group of Curaçaon children the corelations between measures were rather strong and in the expected direction. These children had, as we expected, homogeneous learning profiles. In the group of Curaçaon and Aruban immigrant children we distinguished pupils by their age of arrival in the Netherlands: up to six years old and from six years old. This latter group (43 pupils) clearly had less homogeneous learning profiles. It did not make a difference whether the scores on the vocabulary test or the scores on the spelling test were taken as a reference point. Actually we had expected differences between these two reference points, assuming that vocabulary development in Dutch is more strongly affected by non-school circumstances than spelling. Non-school circumstances may greatly vary between immigrant children, depending on how their families cope with the new living situation. The learning profiles of the children with a younger age of arrival resembled more closely the profiles of native Dutch and native Curaçaon children, suggesting that the disturbance of learning profiles is a temporary matter. Possible explanations for the findings and practical implications are discussed.
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Alivernini, Fabio, Sara Manganelli, Elisa Cavicchiolo, and Fabio Lucidi. "Measuring Bullying and Victimization Among Immigrant and Native Primary School Students: Evidence From Italy." Journal of Psychoeducational Assessment 37, no. 2 (September 26, 2017): 226–38. http://dx.doi.org/10.1177/0734282917732890.
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Italy is a particularly interesting context in which to study the phenomenon of bullying given the steadily increasing number of immigrant students attending Italian primary schools. We examined the psychometric properties of a short self-report measure of bullying and victimization across groups of students with various migration backgrounds. We then estimated, by latent mean comparisons, the rates of prevalence of bullying and victimization among different generations of immigrants and native students. Results concerning the factor structure of the measure were consistent with studies in other cultural contexts and complete scalar measurement invariance was found across immigrant backgrounds. The analyses showed that both first- and second-generation immigrant pupils reported being victimized more frequently than their native peers. However, the incidence of victimization for second generations was lower than that for first generations. Finally, no differences across different generations of immigrants and native students were found in reported bullying behaviors.
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Jurgena, Inese, and Anna Līduma. "IMMIGRANT CITIZENSHIP PROMOTION IN LATVIA'S EDUCATION ENVIRONMENT: STUDENT OPINIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 216. http://dx.doi.org/10.17770/sie2017vol1.2377.
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For Latvia as a European Union member state, the issue of immigrant integration into Latvia's society has become currently actuated. Schools have to be ready to enroll pupils of other nationalities and assist them in earlier inclusion into Latvia's society, by promotion of their citizenship development towards the state where they abode, the EU states and the world society in general. The accomplished researches in Latvia reveal that in education environment, it is especially significant to strive for attitude transformation of Latvia's citizens to the inclusion of the immigrant children into Latvia's education environment. Inter-culture experience involvement into the education programmes provides an important factor for the development of citizenship experience in pupils, for their successful integration into another state's society. The aim of the article is: to analyze the situation in education (the accomplished researches) and student opinions on the citizenship development in immigrant children in Latvia's multi-cultural society. The research has implemented the analyses of scientific literature and documents, questionnaire and interviews. The research has come to the conclusion that in education it is significant to evaluate the bilingual, inter-culture and inclusive education for development of citizenship. Exceptional attention has to be paid to preparing the teachers and development of appropriate methodical aids, carrying out of multiple events that can ensure the immigrant opportunities to enrich the capital of Latvia's culture, economy and social life.
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Palaiologou, Nektaria, Argyris Kyridis, and Vasilis Gialamas. "The Education of Second Generation Immigrant Pupils in Greece: Teachers' Views." International Journal of Diversity in Education 13, no. 4 (2014): 9–19. http://dx.doi.org/10.18848/2327-0020/cgp/v13i04/40107.
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Orłowska, Beata A. "Education of foreign children – integration or disintegration of identity." Review of Nationalities 9, no. 1 (December 1, 2019): 247–55. http://dx.doi.org/10.2478/pn-2019-0019.
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AbstractThe paper points to new difficulties and new expectations towards the Polish school. The presence of a greater number of immigrant students results in the school and teachers having to face new challenges. However, one often forgets that pupils too are put in a new school and in a new cultural situation. On top of that, pupils in a class that welcome new classmates should be prepared for the meeting with a different culture or tradition in order to understand their new friends better. One also needs to think how to support the child’s parents for whom it is also a very difficult time. Support from the school, teachers and other parents is very important. It will enable the child to step into new duties more quickly and it will allow the parents to understand requirements and expectations.
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Centorrino, Marco, and Lilia Pellegrino. "Scuola e famiglie immigrate: Uno studio in una scuola del Sud Italia." Educatio Siglo XXI 38, no. 1 Marzo-Ju (February 4, 2020): 11–32. http://dx.doi.org/10.6018/educatio.403551.
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Con esta contribución se pretende investigar,en la dimensión de la vida cotidiana,uno de los aspectos a través del cual, ennuestra opinión, es posible analizar la dinámicade integración de los inmigrantesen Italia.De hecho, la creciente presencia en lasúltimas décadas de hijos de familias inmigrantesen la escuela italiana ha puesto demanifiesto la necesidad de una comunicacióne interacción constantes y efectivasentre la familia y la escuela. La contribuciónse centra en los primeros resultadosde un estudio, dedicado precisamentea este aspecto, llevado a cabo en unaciudad del Sur de Italia, en una escuelasecundaria que cada año registra un aumentosignificativo de alumnos de origenextranjero.Nuestro trabajo analiza las percepcionesdel personal docente con respecto a laparticipación de las familias inmigrantesen el contexto escolar. Our contribution intends to investigate, in the dimension of everyday life, one of the aspects through which - in our opinion - it is possible to analyze the dynamics of integration of immigrants in Italy.
In fact, the increasing presence in recent decades of children of immigrant families within the Italian school has highlighted the need for constant and effective communication and interaction between the family and the school. The contribution focuses on the first results of a study, dedicated precisely to this aspect, carried out in a city in Southern Italy, in a lower secondary school that every year records a significant increase in pupils of foreign origin.
Our work analyzes the perceptions of the teaching staff regarding the participation and involvement of immigrant families in the school context.
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Xenofontos, Constantinos. "Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics." Cambridge Journal of Education 45, no. 4 (January 29, 2015): 475–88. http://dx.doi.org/10.1080/0305764x.2014.987643.
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Johannessen, Berit, Magnhild Hoie, Kristin Haraldstad, Solvi Helseth, Liv Fegran, Thomas Westergren, Åshild Slettebø, and Gudrun Rohde. "School nurses’ and teachers’ perceptions of pain in young immigrants living in Norway." International Journal of Migration, Health and Social Care 16, no. 1 (January 31, 2020): 1–11. http://dx.doi.org/10.1108/ijmhsc-01-2019-0005.
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Purpose The number of adolescents experiencing pain is increasing. Pain has a major impact on several areas of daily living, such as function at school and school absenteeism, loss of appetite and socializing. One out of ten pupils in Norwegian schools is immigrants, and surveys have shown that immigrants suffer from poor health more often than the general population. The purpose of this study was to explore how school nurses and teachers experience pain in young immigrants in the school setting. Design/methodology/approach A qualitative design using focus group interviews was chosen for data collection. A total of 11 focus groups (17 school nurses and 25 teachers) consisting of school nurses and teachers in junior high schools (age: 13-16 years) in Southern Norway were conducted. Data were analyzed using a qualitative content analysis. Findings School nurses and teachers experienced communication of pain with young immigrants as characterized by cultural differences and language problems. Immigrants waiting for residency permits experienced pain more often than others. They also experienced that young immigrants often were absent from school and used pain as an excuse for not participating in classes, but this was not the case at the special school for immigrants. During Ramadan, they experienced that immigrant pupils had an increase of pain, especially headaches. Originality/value Culture affects the assessment and management of pain and different strategies may assist school nurses and teachers in their encounter with young immigrants with pain. There is a need for education in cultural competence among teachers and school nurses.
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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.
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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.
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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.
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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.
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Chrzanowska, Iwona, and Beata Jachimczak. "Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 21 (January 7, 2019): 89–104. http://dx.doi.org/10.14746/ikps.2018.21.05.
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The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of foreign pupils in Poland, teachers regard the problem of social inclusion of immigrant pupils as hypothetical, unrealistic. According to the concept of inclusive education, it is assumed that support in development is to be dedicated to all students regardless of whether they constitute a group: easily identifiable as part of the current categorical approach to the diagnosis of needs, numerous or less numerous, with permanent and serious development disorder or less serious problems, requiring only temporary support and small adjustments. In each case, however, it is necessary to diagnose the needs not only of students and their families, but also teachers and educational staff to introduce systemic changes, so that the support is no longer stigmatizing for the student, and was associated with selfacceptance, self-awareness and the desire to maximize predisposition and developmental potential of a person.
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Hasman, Jiří, Yvona Kostelecká, and David Hána. "The spatial concentration of immigrant pupils at primary and lower secondary schools in the Czech Republic." Moravian Geographical Reports 24, no. 4 (December 1, 2016): 38–51. http://dx.doi.org/10.1515/mgr-2016-0021.
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AbstractSince the fall of the Iron Curtain and especially since joining the European Union, the Czech Republic has become a country with a sharply growing number of immigrants, who more and more often are coming to the country with the purpose of settling long term and starting a family. This change places demands on society as a whole but also on particular areas such as the education system, which needs to integrate these children successfully and ensure that they are provided with quality education. The experiences of countries with a long history of migration have shown a negative correlation between the extent of concentration of non-citizen pupils in a school and their academic performance. Such a relationship is explored in this article which examines the degree of concentration of non-citizen pupils at Czech primary and lower secondary schools both in terms of concentration in individual regions, as the spatial distribution of immigrants tends to be very unequal, and in terms of concentrations at particular schools within individual regions. The article shows that despite a current growing concentration of non-citizen students in some regions, there is not clear evidence to confirm a growing segregation at particular schools.
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Spotti, Massimiliano. "Exploring the construction of immigrant minority pupils’ identities in a Flemish primary classroom." Linguistics and Education 19, no. 1 (March 2008): 20–36. http://dx.doi.org/10.1016/j.linged.2007.08.001.
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Oortwijn, Michiel Bastiaan, Monique Boekaerts, and Paul Vedder. "The effect of stimulating immigrant and national pupils’ helping behaviour during cooperative learning in classrooms on their maths‐related talk." Educational Studies 34, no. 4 (October 2008): 333–42. http://dx.doi.org/10.1080/03055690802257093.
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Pappa, Sotiria, and Päivi Hökkä. "Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background." Teacher Educator 56, no. 1 (January 2, 2021): 61–82. http://dx.doi.org/10.1080/08878730.2020.1785069.
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Fuller, Bruce, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia. "Worsening School Segregation for Latino Children?" Educational Researcher 48, no. 7 (July 29, 2019): 407–20. http://dx.doi.org/10.3102/0013189x19860814.
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A half century of research details how segregating racial groups in separate schools corresponds with disparities in funding and quality teachers and culturally narrow curricula. But we know little about whether young Latino children have entered less or more segregated elementary schools over the past generation. This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Latinos became more segregated within districts enrolling at least 10% Latino pupils nationwide, including large urban districts. Exposure of poor students (of any race) to middle-class peers improved nationwide. This appears to stem in part from rising educational attainment of adults in economically integrated communities populated by Latinos. Children of native-born Latina mothers benefit more from economic integration than those of immigrant mothers, who remain isolated in separate schools. We discuss implications for local educators and policy makers and suggest future research to illuminate where and how certain districts have advanced integration.
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Spiecker, Ben, Jan Steutel, and Doret de Ruyter. "Self-Concept and Social Integration." Theory and Research in Education 2, no. 2 (July 2004): 161–75. http://dx.doi.org/10.1177/1477878504043442.
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This article evaluates the credo ‘integration while maintaining one’s identity’ with the help of psychological arguments. First, it explores the requirements of being a good citizen in a liberal democracy. Following Rawls, we state that justice is the cardinal liberal virtue and that this virtue includes having the disposition to respect the rights of all citizens equally. It then investigates psychological theories about identity and the relation between culture and identity. We focus on the distinction between collectivistic cultures and an interdependent self-concept on the one hand and individualistic cultures and an independent self-concept on the other. We come to the conclusion that the development into a good citizen of a liberal democracy cannot be combined with the full preservation of an interdependent self-concept. Further, we argue that the state has the right and the duty to offer civic education to all pupils, even if this means that the development of an inter-dependent self-concept of children from particular immigrant groups will be hampered.
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Damhuis, Resi. "Immigrant Children in Infant-Class Interactions." Studies in Second Language Acquisition 15, no. 3 (September 1993): 305–31. http://dx.doi.org/10.1017/s0272263100012134.
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This article reports on research aimed at identifying ways of improving the contribution of Dutch infant classes to the second language acquisition of nonnative children. Verbal interactions in 15 Dutch infant classes with immigrant children were investigated. Conversations were audiotaped during five types of activity: the pupil-centered conversation, the instructional exchange, the children's group, the small-group-with-teacher, and the special second-language group. Several input and production features, which are assumed to facilitate second language acquisition, were analyzed. Potentially, the special second language group offers the best opportunities for second language acquisition with respect to input and response production; the children's group is the most favorable activity with respect to self-initiated production. Regarding the actual contribution of the five activities to an average infant-class day, however, the children's group offers most of the beneficial interaction for second-language acquisition. Implications for the teaching of young multilingual children are presented.
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Gómez-Hurtado, Inmaculada, Inmaculada González-Falcón, and José M. Coronel. "Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership." Educational Management Administration & Leadership 46, no. 3 (December 16, 2016): 441–56. http://dx.doi.org/10.1177/1741143216670651.
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The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.
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Canazza, Sergio, and Gian Luca Foresti. "A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments." Journal of Sensors 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/564864.
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This paper presents a system for an interactive multimodal environment able (i) to train the listening comprehension in various populations of pupils, both Italian and immigrants, having different disabilities and (ii) to assess speech production and discrimination. The proposed system is the result of a research project focused on pupils with sensorial, neuropsychological, and relational impairments. The project involves innovative technological systems that the users (speech terabits psychologists and preprimary and primary schools teachers) could adopt for training and assessment of language and speech. Because the system is used in a real scenario (the Italian schools are often affected by poor funding for education and teachers without informatics skills), the guidelines adopted are low-cost technology; usability; customizable system; robustness.
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Pamuła-Behrens, Małgorzata, and Marta Szymańska. "Teaching the learners with a migrant background – teachers’ perspectives." Acta Universitatis Lodziensis. Folia Litteraria Polonica 56, no. 1 (March 31, 2020): 53–70. http://dx.doi.org/10.18778/1505-9057.56.04.
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As a result of the growing number of migrants in Poland, schools accept increasing numbers of learners with a migrant background (immigrants and reimmigrants), and they are not always able to successfully help the newcomers in their integration. Therefore, it is necessary to undertake specific support activities. Related shortcomings result in many school failures among many migrants, their dropping out of schools and as a result gaining little if any qualifications. At the same time, the researchers indicated the role of teachers in the education of children with a migrant background. The level of their training and the quality of the support they can offer determines the success or lack thereof of their pupils.
In the article the researchers discussed a study (Stage 2 in particular) the purpose of which was to diagnose and analyse the needs of the education community in terms of migrant education and integration. The following question was the starting point: What do schools need to be able to better teach and integrate learners with a migrant background? The study of needs organised as a focus group gathered teachers teaching pupils with a migrant background with various levels of training, and a headmaster of a school attended by migrants. The analysis of the collected material indicated three areas where teachers need particular support: systemic organisation of accepting and educating learners with a migrant background, access to materials, and the ability to participate in additional training courses and acquire new competences.
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Putjata, Galina. "Language in transnational education trajectories between the Soviet Union, Israel and Germany. Participatory research with children." Transnational Education. A Concept for Institutional and Individual Perspectives 4, no. 4-2019 (December 3, 2019): 390–404. http://dx.doi.org/10.3224/diskurs.v14i4.02.
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The paper focuses on language in transnational education and puts children’s perspectives in the spotlight. In light of increasing transnational mobility, their voices are of particular significance: How do transnational children – children with migration experience – perceive the role of languages in educational trajectories? In order to answer these questions, a qualitative study was conducted with children of Soviet immigrants who were socialized in a Hebrew-speaking education system and who are today pupils in Germany. The findings from group conversation and language portraits allow deep insights into children’s perspectives on multilingual practices and highlight the importance of the environment – in this case, a German school that became part of transnational education by offering opportunities for students with migration experience.
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Romero Rodríguez, Soledad, Celia Moreno-Morilla, and Eduardo García Jiménez. "La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa." Revista de Investigación Educativa 39, no. 2 (July 1, 2021): 483–501. http://dx.doi.org/10.6018/rie.441411.
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La construcción de las identidades culturales en niñas y niños migrantes requiere de un conocimiento profundo de las experiencias que se desarrollan en diversos espacios (la escuela, el hogar, la mezquita, las asociaciones vecinales, el centro cívico, etc.). Nuestra investigación reflexiona sobre los procesos de construcción de identidades culturales y la aportación de la etnografía colaborativa en su análisis. La utilización de este enfoque metodológico ha permitido la incorporación de la voz del alumnado migrante de Educación Infantil en la exploración de la construcción de sus identidades. Este artículo plantea como objetivo explorar las posibilidades de la etnografía colaborativa en el estudio de la construcción de identidades culturales mediante el análisis semiótico multimodal. Para ello, se ha utilizado un estudio de casos holístico y técnicas propias del enfoque Mosaic como los mapping, el retrato familiar, el roleplay y el autorretrato. El análisis semiótico social multimodal ha puesto en evidencia la difracción que se produce en los diferentes discursos de las niñas y los niños, evidenciando los conflictos en la construcción de sus identidades entre la cultura de origen y la destino, y ha mostrado cómo se configuran los estereotipos culturales en la etapa de Educación Infantil. Las conclusiones de este estudio subrayan la utilidad de la etnografía colaborativa y el análisis semiótico multimodal para el estudio de la construcción de identidades culturales en la infancia. The ethnic and cultural identity construction among pupils from immigrant families requires a deep knowledge of intercultural communication practices that are developed in different spaces (school, home, mosque, neighbourhood associations, civic centre, etc.). Our research analyses the intercultural communication of children in school and shows the use of a methodology that allows access to their cultural identities’ construction. The use of collaborative ethnography with children has allowed the incorporation of their voices in the exploration of intercultural communication. This article aims to explore intercultural communication in 5-year-old students through collaborative ethnography and analyses their identities construction through multimodal discourse analysis. A holistic-case study design has been utilised as well as mosaic approach techniques, such as mapping, family portrait, role play and self-portrait. The social semiotic multimodal analysis has shown the diffraction that occurs in the different students’ discourses, evidencing the conflicts in the identity construction among participants from immigrant families. Likewise, the results have shown how cultural stereotypes are configured in Early Childhood Education classes. The conclusions highlight the usefulness of collaborative ethnography and multimodal analysis for the study of intercultural communication and the identity construction in childhood.
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Dyrda, Jolanta. "Zmiany modelu poznawczego uczniów w kontekście prac nad e-podręcznikiem." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 69–77. http://dx.doi.org/10.5604/01.3001.0008.5671.
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We are witnessing today a phenomenon that might be metaphorically called an explosion of digital technology. The computer and multi-function mobile telephones accompany young people incessantly. A lot of them hardly remember the world free of this kind of implements. G. Small, and G. Vorgan [2011] call today’s generation of teenagers “Digital Natives” who acquire knowledge on the Internet, and read no paper-printed information which is seen by them as too antiquated. According to these authors, “Digital immigrants” are newcomers to the digital world. It is adults who have entered the world of new technologies, and who seem mistrustful and sometimes overcome by a sort of “techno-phobia”. The diffi culty of successful communication today between adults and children, teachers and pupils, has been made even more serious by the arrival of new technologies. MEN / The Polish Ministry of National Education / have – in their attempt to meet pupils’ expectations, and thus make the school a more attractive and modern institution – started work on an e-textbook. My interests in that area have been particularly aroused by the situation of those pupils who have been diagnosed with dyslectic problems. Will the proposed didactic solutions allow for alleviating such problems or, possibly, will they aggravate the situation? In the context of an animated discussion about the project of an e-textbook, I intend to concentrate upon the situation of pupils who experience considerable diffi culties in the process of learning at school.
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Dee, Thomas S., and Mark Murphy. "Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment." American Educational Research Journal 57, no. 2 (July 1, 2019): 694–727. http://dx.doi.org/10.3102/0002831219860816.
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For over a decade, Immigration and Customs Enforcement (ICE) has formed partnerships allowing local police to enforce immigration law by identifying and arresting undocumented residents. Prior studies, using survey data with self-reported immigrant and citizenship status, provide mixed evidence on their demographic impact. This study presents new evidence based on Hispanic public school enrollment. We find local ICE partnerships reduce the number of Hispanic students by 10% within 2 years. We estimate partnerships enacted before 2012 displaced more than 300,000 Hispanic students. These effects are concentrated among elementary school students. We find no corresponding effects on the enrollment of non-Hispanic students and no evidence that ICE partnerships reduced pupil-teacher ratios or the percentage of students eligible for the National School Lunch Program.
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Baratz, Lea, and Esther Kalnisky. "The identities of the Ethiopian community in Israel." Journal for Multicultural Education 11, no. 1 (April 10, 2017): 37–50. http://dx.doi.org/10.1108/jme-12-2015-0041.
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Purpose This study aims to investigate the linkage of identity of new and veteran immigrant students of the Ethiopian community in Israel, by examining their attitudes to children’s literature books written simultaneously in Hebrew and Amharic. The data were collected using focus groups of Ethiopian students attending a teacher training college. The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Design/methodology/approach This is a qualitative study, which emphasis was on participants’ attitudes, beliefs and perceptions (Kalka, 2003). The goals of the research were to examine identity perceptions of students of the Beta Israel community, as they are exposed to bilingual literary works in Hebrew and Amharic. Findings The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Research limitations/implications This paper has shed light on an important subject and it would be worthwhile to continue the study using other methodologies. Practical implications This paper contributes to the structuring of a cultural code that serves to organize social meaning and establish individuals’ identity. Social implications This awareness enriches the basis of their own values and allows them to enrich their attitude to their future pupils, for example, to recognize the value of local culture versus that of the immigrants’ place of origin, and to develop an understanding and acceptance of the diversity in the classroom. As they take part in building a multicultural Israeli education framework, dealing with identity patterns is also the key to their own integration in society. Originality/value The originality of the study lies in the usage of two new concepts – unreconciled and reconciled – as referring to the immigrants’ identities.
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Varro, Gabrielle. "Les "langues immigrées" face à l'école française." Language Problems and Language Planning 16, no. 2 (January 1, 1992): 137–62. http://dx.doi.org/10.1075/lplp.16.2.02var.
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SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.
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Anastasiadou, Sofia D. "Measuring Trends in Leisure: Differences and Similarities in the Allocation of Leisure Times between Indigenous Pupils and Immigrants in Greek Elementary Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 7, no. 6 (2008): 127–32. http://dx.doi.org/10.18848/1447-9532/cgp/v07i06/39504.
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Romaniuk, Svitlana Zakharivna. "Theoretical and Methodological Basics Teaching Ukrainian in a Foreign-Language Environment: Comparative Aspect." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0014.2518.
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The article substantiates and characterizes the role of the native lan-guage in formation and development of the ethnocultural community of immigrants and their descendants in the country of settlement/birth and in its foreign environment. Theoretical and methodological principles of teaching Ukrainian as a foreign/second language by ethnic Ukrainian in the western diaspora in the second half of the XX-early XXI century. It has been found out that this process takes place under the influence of the official/state language). It has been established that in these coun-tries, ethnic Ukrainians have formed a system of teaching the Ukrainian language, starting with kindergarten/room and finishing with universi-ties. Language acquisition begins with the development of oral speech (preference is given to formation of communicative competencies of pupils/students), then pupils learn to read and write and gradually ac-quire a knowledge of its basic linguistic concepts and categories and master the skills of their practical use. The main goal of the native lan-guage education of Ukrainians in the diaspora is to ensure free posses-sion of the younger generations of foreign Ukrainians in all vital situa-tions, in communication with Ukrainians on all continents of the planet. It is established that the foundations of Ukrainian lingvodidactics in the mid-40's of the twentieth century was laid by the Canadian teacher Illia Shklianka. His ideas found continuation in scientific works, text-books and pedagogical activity of Maria Deiko, Yar Slavutych, Roma Franko, Bohdan Shkandrii and other educators of the Western Ukra-inian diaspora. Today they are fruitfully developed by Romana Bedriy, Olenka Bilash, Maria Savdyk, employees of the Ukrainian Language Center of Canadian Institute of Ukrainian Studies at the University of Alberta, other educational and scientific institutions and establishments where Ukrainian language is studied. The main goal of their activity is to create an appropriate language environment for children, pupils and students who learn Ukrainian by means of modern methods and tech-nologies, innovative educational resources, including those made in Ukraine.
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Mckendry, Eugene. "Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools." Studia Celtica Posnaniensia 2, no. 1 (December 20, 2017): 1–19. http://dx.doi.org/10.1515/scp-2017-0008.
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Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.
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Driessen, Geert. "Zoals de ouden zongen, piepen de jongen?" Dutch Journal of Applied Linguistics 5, no. 2 (December 31, 2016): 145–59. http://dx.doi.org/10.1075/dujal.5.2.03dri.
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From birth on, children are confronted with an ever-growing variation of languages. In Dutch primary schools the main language model nowadays is a submersion model centring round Standard-Dutch. The disappointing results of several small-scale bilingual experiments and the large-scale implementation of a bilingual model for immigrant children in the past had led the Ministry of Education to abandon bilingual education, that is, with the exception of models with English, German or French as a second language. The focus of the present article is on language variety at home and school. The main question is how the mother tongue, viz. the language the parents speak, influences their child’s proficiency in Dutch. Analysing data of 14,000 grade 2 pupils that were collected in the 2007, 2010 and 2013 measurement waves of the national COOL5–18 study, this paper first of all describes how often children speak their mother tongue. A distinction is made between Dutch; Frisian and Dutch regional languages and dialects; and foreign languages. The latter mostly refers to Turkish and Berber language varieties. Next, the correlation between speaking the mother tongue and the children’s proficiency in Dutch is analysed. The results show that for children of Dutch, Frisian and Dutch regional languages and dialect speaking parents there are no differences in level of Dutch relative to the number of times they speak their mother tongue. For children of a foreign language speaking parents, however, there is a tendency that the more often they speak their mother tongue the lower their proficiency in Dutch is. This negative relationship is not reduced by accounting for the mother’s educational level and proficiency of Dutch. Most of the children who speak a foreign language are of Turkish or Moroccan descent who in terms of school achievement lag considerably behind their native-Dutch peers. It is suggested that implementing so-called transition classes with targeted language courses during one school year and a follow-up in later years may help diminish this gap.
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McDonald, Lynn, Hannah Miller, and Jen Sandler. "A social ecological, relationship-based strategy for parent involvement: Families And Schools Together (FAST)." Journal of Children's Services 10, no. 3 (September 21, 2015): 218–30. http://dx.doi.org/10.1108/jcs-07-2015-0025.
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Purpose – Most schools struggle to get busy and stressed parents to come repeatedly to the school building for events. At primary schools, especially those with pupils living in low-income communities or with many immigrants, involving parents to come at all is seen as a challenge. The purpose of this paper is to present a social ecological strategy of using the school building as a site for families to gather and for community networks to grow by building relationships between parents who have same-aged children attending that school. When families know other families, they feel more comfortable coming into the school building, and probably will return frequently. Design/methodology/approach – A large randomised controlled trial of 52 urban schools with an average of 73 per cent Latino students situated in disadvantaged neighbourhoods in the USA has data to examine the impact of this strategy on parent involvement. Parents of all first-grade students (age 6 or 7) at schools assigned either to Families and Schools Together (FAST) or services-as-usual were invited to participate. At schools with the social ecological strategy universal invites were made to those in the study to attend any one of eight weekly multi-family group sessions offered after-school at the building. Trained teams were culturally representative of the families (language, ethnicity) and made up of local parents and professionals; each team hosted up to ten families in a hub for two and a half hours (83 families attended at one session). Parents were socially included, treated with respect, coached by the team to lead a family meal, singing, family crafts and games at a family table. Parent time (respite) was provided with chat-time in pairs, followed by parent-led discussion groups. Parents were coached in one to one time, “child-led” responsive play for 15 minutes. Findings – Parent involvement data showed that on average, 43.6 per cent of all first-graders’ families (an average of 44 families per school) attended at least one session; of those, who attended at least one session, 69 per cent returned for another. On average, of those families who attended at least once, the average family went four times; an average of 22 families per school attended six or more sessions. Parent graduates led monthly booster sessions open to all families. In half of the families, both fathers and mothers attended; immigrant parents attended statistically significantly more than native-born ones. In surveys, more parents in schools with FAST vs control reported attending three or more events at school. Practical implications – The FAST programme encourages the involvement of reluctant parents in school events. This benefits both children’s general well-being and academic attainment and so contributes to preventative public health strategies. Originality/value – This paper brings new perspectives to the challenges faced by educators in involving parents at school by a sociologist-led research team introducing a social worker-developed social ecological, systemic strategy to schools in low-income communities using a randomised controlled design. This novel social ecological approach has consistently and effectively engaged whole families into increased involvement in schools in 20 countries, especially in low-income communities. Headteachers consistently report increased school engagement of FAST parent graduates for years, suggesting that the early intensity builds ongoing relationships of trust and reciprocity across home, school and community. Policy makers should note that building social capital in disadvantaged communities through partnerships with parents and schools can result in decreased disparities in health, social care and education.
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Kern, Matthias Robert, Andreas Heinz, and Helmut Erich Willems. "School-Class Co-Ethnic and Immigrant Density and Current Smoking among Immigrant Adolescents." International Journal of Environmental Research and Public Health 17, no. 2 (January 17, 2020): 598. http://dx.doi.org/10.3390/ijerph17020598.
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Although the school-class is known to be an important setting for adolescent risk behavior, little is known about how the ethnic composition of a school-class impacts substance use among pupils with a migration background. Moreover, the few existing studies do not distinguish between co-ethnic density (i.e., the share of immigrants belonging to one’s own ethnic group) and immigrant density (the share of all immigrants). This is all the more surprising since a high co-ethnic density can be expected to protect against substance use by increasing levels of social support and decreasing acculturative stress, whereas a high immigrant density can be expected to do the opposite by facilitating inter-ethnic conflict and identity threat. This study analyses how co-ethnic density and immigrant density are correlated with smoking among pupils of Portuguese origin in Luxembourg. A multi-level analysis is used to analyze data from the Luxembourg Health Behavior in School-Aged Children study (N = 4268 pupils from 283 classes). High levels of co-ethnic density reduced current smoking. In contrast, high levels of immigrant density increased it. Thus, in research on the health of migrants, the distinction between co-ethnic density and immigrant density should be taken into account, as both may have opposite effects.
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Roebroeck, Elodie, and Serge Guimond. "Schooling, Citizen-Making, and Anti-Immigrant Prejudice in France." Journal of Social and Political Psychology 3, no. 2 (October 26, 2015): 20–42. http://dx.doi.org/10.5964/jspp.v3i2.391.
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Are schools an effective institution to build citizenship and to transmit values associated with a given citizenship regime? A survey of 300 middle and high school pupils showed that for pupils, the representation of the French citizenship model is structured in two dimensions, ‘republican citizenship’ (or colorblind equality) and ‘new laïcité’ (or secularism), replicating previous research among adults. Moreover, the results support the schools’ effectiveness in the transmission of republican values by showing that in the mainstream track, older high school pupils endorse more strongly than younger school pupils both the principle of republican citizenship and new laïcité. The fact that this is not the case for pupils in a professional track suggests that these results are not simply a question of age but of schooling. Finally, support is found for a theoretical model suggesting that these two principles of the French citizenship model mediate the effect of schooling on prejudice. The implications of these results for current theories of intergroup relations are discussed.
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Gogolin, Ingrid, Throsten Klinger, Birger Schnoor, and Irina Usanova. "Multilingual Development - a Longitudinal Study." Revista de Investigación Educativa 39, no. 1 (January 3, 2021): 15–29. http://dx.doi.org/10.6018/rie.454271.
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El desarrollo multilingüe, ¿refuerza u obstruye el éxito educativo? Esta fue la pregunta inicial del proyecto de investigación “Desarrollo multilingüe - una perspectiva longitudinal” que se presenta en este artículo. Si bien el multilingüismo se ha citado a menudo como una desventaja, también hay indicios de que favorece el éxito del aprendizaje (de idiomas). Por consiguiente, uno de los objetivos del proyecto fue obtener información primaria sobre el desarrollo lingüístico de los alumnos de escuelas secundarias multilingües en Alemania, a fin de contribuir a aclarar más esta cuestión. El proyecto se basa en datos de competencias lingüísticas receptivas (lectura) y productivas (escritura) en alemán (el idioma de escolarización), ruso y turco como idiomas de herencia de los inmigrantes, inglés (el primer idioma extranjero que se enseña desde la escuela primaria) y, para una parte de la muestra, francés o ruso (como segundos idiomas extranjeros que se enseñan en las escuelas secundarias de carácter académico). Con esta variedad, fue posible examinar los perfiles lingüísticos de los participantes, así como las influencias recíprocas entre los idiomas. La muestra incluyó alrededor de 2.000 estudiantes, a los que se pasó una prueba en cuatro momentos a lo largo del curso escolar. Esta investigación constituye el primer estudio interdisciplinario en todo el mundo que incluye la complejidad del desarrollo multilingüe con una muestra sustancial de encuestados, que midió los datos lingüísticos una amplia gama de datos de contexto para el control estadístico de los factores contextuales que pudieran influir. De ese modo, el proyecto crea nuevos conocimientos sobre la complejidad del desarrollo lingüístico en el contexto de la migración, así como una nueva base para la concepción de la enseñanza de idiomas en escuelas lingüísticamente heterogéneas. En esta contribución nos centramos en uno de los principales resultados de nuestro proyecto: la elaboración de una prueba innovadora para la medición de las aptitudes de escritura multilingüe Does multilingual development bolster or obstruct educational success? This was the starting question for the research project “Multilingual Development - a Longitudinal Perspective” that will be presented here. While multilingualism has often been cited as a disadvantage, there are also indications that it supports successful (language) learning. It was therefore a goal of the project to obtain primary information on the language development of multilingual secondary school pupils in Germany in order to contribute to the further clarification of this question. The project is based on data of receptive (reading) and productive (writing) language skills in German (the language of schooling), Russian and Turkish as immigrants’ heritage languages, English (the first foreign language taught in primary school already) and for a part of the sample French or Russian (as second foreign languages taught in academic track schools). With this range, it was possible to examine the linguistic profiles of the participants as well as reciprocal influences between languages. The sample included roughly 2000 students, tested at four measurement points in the course of secondary schooling. This is the first interdisciplinary study worldwide which includes the complexity of multilingual development on the basis of a substantial sample of respondents, measured language data a wide range of background data for statistical control of influencing background factors. The project thereby creates new knowledge about the complexity of language development in the context of migration, as well as a new basis for the design of language education in linguistically heterogeneous schools. In this contribution, we focus on one of the premier outcomes of our project: the development of an innovative test for the measurement of multilingual writing skills.
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Anastasiadou, Sofia D. "The Exploration of Greek Pupils’ Representations about their Immigrant Peers." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 7, no. 4 (2007): 125–34. http://dx.doi.org/10.18848/1447-9532/cgp/v07i04/58020.
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Verhallen, Marian J. A. J., and Adriana G. Bus. "Low-income immigrant pupils learning vocabulary through digital picture storybooks." Journal of Educational Psychology 102, no. 1 (2010): 54–61. http://dx.doi.org/10.1037/a0017133.
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Backus, Ad, and Kutlay Yağmur. "Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers." International Journal of Bilingualism 23, no. 4 (May 6, 2017): 817–30. http://dx.doi.org/10.1177/1367006917703455.
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In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children ( n = 30) in the Netherlands with monolingual Turkish peers ( n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.
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Greco, Sabina, and Cristina Goenechea Permisán. "La evolución de las políticas educativas de Países Bajos hacia los alumnos inmigrantes: del multiculturalismo al asimilacionismo." RIEM. Revista internacional de estudios migratorios 8, no. 1 (September 19, 2018): 49. http://dx.doi.org/10.25115/riem.v8i1.2163.
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La gran cantidad de población con orígenes extranjeros que reside en Países Bajos desde hace décadas ha llevado a muchos cambios en el campo educativo a lo largo del tiempo. El presente artículo pretende analizar precisamente las políticas educativas que se han desarrollado en Países Bajos para atender el alumnado extranjero y las medidas que se han puesto en marcha para promover el éxito escolar de estos estudiantes. Se intentará comprender si los inmigrantes tienen las mismas oportunidades que los nativos en el acceso a la escuela, si participan de la misma manera o dejan de estudiar antes que los autóctonos, si tienen el mismo éxito que los nativos y por último si se asiste a un proceso de segregación entre holandeses e inmigrantes. Para ello, en primer lugar, analizaremos las características de los inmigrantes en Ámsterdam, el sistema educativo holandés, los modelos de integración planteados en Países Bajos y se tratará de explicar el porqué este país considerado durante mucho tiempo multicultural, con políticas dirigidas hacia la integración de los inmigrantes en el sistema escolar y en el mercado laboral, en los últimos 15 años ha perdido esta reputación y ha dejado el modelo multiculturalista para retroceder a un modelo asimilacionista. The large number of population with foreign origins residing in the Netherlands for some decades, has been leading to many changes in the educative field towards these people. This paper analyses, precisely, the education policies developed in the Netherlands to deal with foreign students and the actions provided to promote the academic success of these pupils. We will try to understand if immigrants have the same opportunities as native students in terms of access to school, if they participate in the same way or they leave the school before Dutch students, if they have the same academic success and if there is a segregation process among inmigrants and native people. And first of all, we are hoping to have a better understanding of the traits of inmigrants residing in Amsterdam, the Dutch education system, the integration models carried out in the Netherlands and the other aim is to explain why a country considered as an example of Multiculturalism for so long, with politicies directed to inmigrants’ integration in the scholastic system and in the labour market, has been losing this reputation in the last 15 years, leaving the multiculturalist model and moving back to an assimilationist model.
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Levels, Mark, Jaap Dronkers, and Gerbert Kraaykamp. "Immigrant Children's Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance." American Sociological Review 73, no. 5 (October 2008): 835–53. http://dx.doi.org/10.1177/000312240807300507.
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This article explores the extent to which macro-level characteristics of destination countries, origin countries, and immigrant communities help explain differences in immigrant children's educational achievement. Using data from the 2003 PISA survey, we analyze the mathematical performance of 7,403 pupils from 35 different origin countries in 13 Western countries of destination. While compositional differences offer some explanatory power, they cannot fully explain cross-national and cross-group variance. Contextual attributes of host countries, origin countries, and communities are also meaningful. In this regard, strict immigration laws explain immigrant children's better educational performance in traditional immigrant-receiving countries. Results further suggest that origin countries' level of economic development can negatively affect immigrant children's educational performance, and that immigrant children from more politically stable countries perform better at school. Finally, socioeconomic differences between immigrant communities and a native population, and relative community size, both shape immigrant children's scholastic achievement.
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Galema, C., and Hilde Hacquebord. "Taalgebruik in Schoolboeken en Anderstaligen in het Voortgezet Onderwijs." Nederlands als tweede taal 22 (January 1, 1985): 86–93. http://dx.doi.org/10.1075/ttwia.22.08gal.
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Young immigrant adults may have difficulties in schools because of a lack of literate skills in the second language, viz. Dutch. If they are confronted with texts that are too difficult for them they may stagnate in their (literate) language development and even drop out of school. Teachers with and without experience in teaching Dutch as a sec-ond language ranked a number of fragments of Dutch school-books as to degree of difficulty. All teachers believed that only the lowest difficulty level was appropriate for all their pupils (Dutch and immigrant). They differed in their judgement as to the appropriateness of the subject matter of the texts. An analysis of the texts with respect to linguistic features led to the definition of three levels of difficulty, correspon-ding to the three first grades of the secondary school. On the whole the texts are for Dutch natives. Immigrant pupils probably use certain strategies to compensate for evident lack of text comprehension at the micro level of a text (word know-ledge, sentence structures etc.)
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Semenov, Aleksandr Alekseevich. "Labor education and professional orientation in biological and ecological education of pupils." Samara Journal of Science 8, no. 3 (August 5, 2019): 321–25. http://dx.doi.org/10.17816/snv201983316.
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The attitude of a person to work, the activity of his work, creative approach to it depends on the right choice of profession, in general, and specialty in particular. In this regard, the correct training of pupils for future employment is of paramount importance in the education of schoolchildren. One of the foundations of labor education is vocational guidance of pupils. It is considered as a condition of all-round and harmonious development of the personality; the unity of teaching Biology and Ecology with the main directions of spiritual and moral development, education and socialization of pupils. Professional orientation involves purposeful activities to form pupils internal needs and readiness for conscious choice of profession and consists of several components: professional education; professional upbringing; professional advice; professional adaptation. Professional education equips pupils with knowledge about professions in the field of Biology and Ecology, conditions of their choice, educates them a positive attitude to work, forms professional preferences. Professional upbringing is the education of pupils professionally important qualities of personality: communication skills, professional duty and honor, responsibility, professional ethics and others. The teacher introduces pupils to the professions related to Biology and Ecology; studies and develops the interests, aptitudes and abilities of each pupil; includes career guidance topics in the design of the classroom; provides regular demonstration of videos reflecting the application of the achievements of biological science in production. Professional advice is designed to provide pupils with necessary assistance in professional self-determination. It involves informing pupils about biological and environmental professions. Professional adaptation is associated with the acquisition of necessary knowledge and practical skills for pupils future profession. There is a direct correlation between the level of subject knowledge and skills and the speed of adaptation of a person to professional training and work. Thus, labor education and professional orientation of pupils in the process of teaching Biology and Ecology is a holistic system consisting of interrelated and complementary components, united by a common goal and unity of management.
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Eyre, Deborah. "Teaching Able Pupils." Support for Learning 12, no. 2 (May 1997): 60–65. http://dx.doi.org/10.1111/1467-9604.00015.
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Ahedo, Manuel. "Enlightened Localism and Local Experimentalism in Public Policy: Schooling Policies of Children with Immigrant Backgrounds in Denmark and Spain." Comparative Sociology 9, no. 5 (2010): 686–710. http://dx.doi.org/10.1163/156913210x12548913482519.
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AbstractI examine how local municipalities in Denmark and Spain carried out experiments in schooling policy on pupils with immigrant backgrounds, toward improving the process of social integration and academic performance. Policy affecting second generation immigrant children generated conflicts over rights, values, and norms in the public sphere. I analyze local public policy decisions first by confronting two perspectives, local experimentalism and enlightened localism, with one another, and then by identifying various ways in which they are complementary.
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PEAR, SUSAN. "Pupils' views Excluded pupils' views of their educational needs and experiences." Support for Learning 12, no. 1 (February 1997): 19–22. http://dx.doi.org/10.1111/j.1467-9604.1997.tb00493.x.
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