Session Information
31 ONLINE 25 B, Literacy as 21st-Century Skill: Empirical Elaboration on the Construct, Acquisition Contexts & Learning Tools in a Global Perspective
Symposium
MeetingID: 832 9014 6517 Code: Wc7p1h
Contribution
Proficiency in the destination language in monolingual education settings is a gatekeeper skill that either facilitates or hampers the students’ educational trajectories. In some cases, access to quality education is even equivalent to access to functional, inclusive, and sustainable destination language programs customized to cater to students’ unique needs (UNESCO, 2018). The aim of this paper is to discuss the interaction between home and school microsystems and contextual factors in these settings that are conducive to the destination language learning of newly arrived migrant students at lower-secondary education in monolingual school settings through İstanbul and Hamburg cases. The study is embedded in Bronfenbrenner’s (1994) ecological model of human development, in which proximal processes of the children as the primary courses of development are under investigation and individuals are conceived to operate within nested systems. The overall goal is to explore proximal processes of newly arrived migrant students in their destination language learning and lay out the contextual factors that interact with each other at meso-, exo-, and macro-levels. A multiple case design was employed to replicate the research procedure and examine how the phenomenon performs in different environments (Stake, 2005; Yin, 2009). The data draw on three unique data sets in İstanbul and Hamburg, including curriculum documents, semi-structured interviews (n=75), and prolonged classroom observations in bridging language programs. Semi-structured interviews were carried out with i) newly arrived migrant students, ii) parents, iii) Turkish/German language teachers and subject teachers in mainstream classrooms, iv) school administrators, and v) key informants (i.e., researchers and coordinators at education authorities). Thematic analysis (Braun & Clarke, 2006) was used to reveal emerging categories and patterns. In multiple case studies, cross-case analysis was conducted to display the unique traits of each case, what is common across the cases and how the context influences the experience of the newly arrived migrant students in bridging language programs. Data triangulation is ensured by collecting data from different stakeholders, peer-debriefing, audit trail, and thick description of the school contexts. The results reveal i) what interactions are prevalent between home and school microsystems of newly arrived migrant students in İstanbul and Hamburg, and ii) what constitute the contextual factors in the sequential and integrative language programs that are conducive to those students’ destination language learning. Given the idiosyncrasies between İstanbul and Hamburg contexts, the results address the capabilities of a centralized vs. decentralized education system with relatively low vs. high integration experiences.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa Bronfenbrenner, U. (1994). Ecological models of human development. In M. Gauvavin & M. Cole (Eds.), Readings on the Development of Children (pp. 37-43). New York: Freedman. Stake, R. E. (2005). Multiple case study analysis. London: The Guilford Press. UNESCO. (2018). Global Education Monitoring Report 2019: Migration, Displacement and Education – Building Bridges, not Walls. Paris: UNESCO. Yin, R. K. (2009). Case study research: Design and Methods (4 ed. Vol. 5). London: SAGE.
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