Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F47813059%3A19520%2F24%3AA0000484" target="_blank" >RIV/47813059:19520/24:A0000484 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781003439202-4/diverse-responses-differing-complex-realities-%C3%B8ystein-lund-johannessen-silvia-de-almeida-nathana%C3%ABl-friant-j%C3%A1nos-gordon-gy%C5%91ri-jarmila-duhacek-sebestova-janne-st%C3%B8e" target="_blank" >https://www.taylorfrancis.com/chapters/edit/10.4324/9781003439202-4/diverse-responses-differing-complex-realities-%C3%B8ystein-lund-johannessen-silvia-de-almeida-nathana%C3%ABl-friant-j%C3%A1nos-gordon-gy%C5%91ri-jarmila-duhacek-sebestova-janne-st%C3%B8e</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4324/9781003439202-4" target="_blank" >10.4324/9781003439202-4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students

Popis výsledku v původním jazyce

This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

Název v anglickém jazyce

Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students

Popis výsledku anglicky

This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50204 - Business and management

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

International Perspectives on Migration, Bullying, and School. Implications for Schools, Refugees, and Migrants

ISBN

9781003439202

Počet stran výsledku

17

Strana od-do

54-70

Počet stran knihy

204

Název nakladatele

Routledge

Místo vydání

London

Kód UT WoS kapitoly

—