31 SES 12, Enhancing Educational Provision for Newly Arrived Migrant Children in Europe – The EDINA-project
In Flanders (Belgium), as in many other European countries, educational language policies for the last two decades are characterized by a reinforced monolingual paradigm. Monolingual ideologies strongly impact not only the perceptions and beliefs of teachers, but also their inter-subjective relations, particularly teacher-pupil-relations. Second and third generation immigrant pupils’ linguistic capital is not activated and used as a resource for learning. The believe that these pupils lack the linguistic skills needed to be successful at school are overemphasized. This affects pupils’ beliefs, and their self-esteem, classroom involvement and motivation for learning. Unwillingly, these mutually reinforcing mechanisms contribute to processes of reproducing social inequality (Woolard and Shieffelin, 2000; Shohamy, 2006; Pacini-Ketchabaw and Armstrong de Almeida, 2006; Wortham, 2008; Pulinx e.a. 2015). In this contribution we will look into the dynamic interactions between the Flemish monolingual education policies and teachers’ perceptions and practices when encountering newly arrived migrants in their classrooms. Do teachers voice - by concurring or contesting - the political (and social) discourse regarding a monolingual approach in education and the recent refugee crisis when talking about classroom practices and teacher-pupil-interaction? Do the language perceptions of teachers in special NAMS programs differ from their perceptions in regular education programs? How do pupils (former NAMS) recount their experiences within a monolingual educational system? Are home languages of NAMS more (c)overtly valued than home languages of second and third generation migrants in a school context? And do NAMS grant (c)overtly more prestige to their own home languages than second and third generation migrant pupils? In other words, we want to look into the specific status of NAMS within the educational space: do they occupy a different position, do they enjoy a different status, compared to second or third generation migrants, within a monolingual educational space? This paper is based on qualitative data collected during semi-structured in-depth interviews and focus group discussions with school staff, teachers and former NAMS in five primary schools and five secondary school in Flanders providing education programs for newly arrived migrant children. The data collection is part of a research project, aimed at evaluating the current education programs for NAMS in Flanders. These research findings will be linked to the development of the EDINA-tool aimed at implementing differentiation practices in the classroom.
- Pacini-Ketchabaw, Veronica & Ana-Elisa Armstrong de Almeida (2006). Language discourses and ideologies at the heart of early childhood education. The International Journal of Bilingual Education and Bilingualism, 9(3): 310-341. - Pulinx, Van Avermaet & Agirdag (2015). Silencing linguistic diversity: the extent, the determinants and consequences of the monolingual beliefs of Flemish teachers, International Journal of Bilingual Education and Bilingualism. - Shohamy, E. (2006). Language Policy. Hidden agendas and new approaches. New York: Routledge. - Woolard, Kathryn A., & Schieffelin, Bambi B. (1994). Language ideology. Annual Review of Anthropology, 23, 55-82. - Wortham, Stanton (2008). Linguistic anthropology of education. Annual Review of Anthropology, 37, 37-51.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.