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Language Development and Social Integration of Students with English as an Additional Language [Kõva köide]

(University of Cambridge), (University of Cambridge), (University of Cambridge), (Anglia Ruskin University, Cambridge), (Durham University), (University of Cambridge), (University of Cambridge)
  • Formaat: Hardback, 234 pages, kõrgus x laius x paksus: 175x250x20 mm, kaal: 580 g, Worked examples or Exercises; 16 Tables, black and white; 2 Line drawings, black and white
  • Sari: Cambridge Education Research
  • Ilmumisaeg: 16-Jul-2020
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1108493548
  • ISBN-13: 9781108493543
Teised raamatud teemal:
Language Development and Social Integration of Students with English as an Additional LanguageSuurem pilt
  • Formaat: Hardback, 234 pages, kõrgus x laius x paksus: 175x250x20 mm, kaal: 580 g, Worked examples or Exercises; 16 Tables, black and white; 2 Line drawings, black and white
  • Sari: Cambridge Education Research
  • Ilmumisaeg: 16-Jul-2020
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1108493548
  • ISBN-13: 9781108493543
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781108493543.html
Märksõnad:
Based on in-depth analyses of original empirical school data, this book discusses key ideas concerning the social and linguistic experiences of newcomer migrant students. It is aimed at policymakers, scholars, teachers and graduate students interested in English as an additional language, migration and education and second language development.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Arvustused

'Just when it feels like countless nations are turning their backs on new immigrants and established immigrant communities looking to further integrate with their host communities, Michael Evans and his colleagues show us why now, especially, educators need well-researched, proven policies and strategies to support the socio-educational development of immigrant-background students. Evans and colleagues have compiled their multi-year, multi-site research in ways that address the personal, educational, and, ultimately critical societal implications of the reciprocal nature of language development and social integration as an additive bicultural strategy. The empirical research at the heart of this book, while conducted in the East of England, will have far reaching effects. The book is a marvel at providing the reader with a comprehensive view that uniquely marries powerful student perspectives with concrete examples of pedagogy, and concludes with crucial ideas for educators to engage immigrant parents as partners not simply as participants in their children's UK school experiences.' Alison Bailey, Professor of Education, University of California, Los Angeles 'A thorough, holistic analysis of the challenges and opportunities which arise in working with children of immigrant families in schools. It grounds their voices in a rich tapestry of international research, theory and practice. A powerful resource for those concerned about inclusive practices in our schools.' Dympna Devine, Professor of Education, University College Dublin

Muu info

Using empirical data, this volume explores the link between second language development and social integration of migrant school students.
List of Figures
vii
List of Tables
viii
Acknowledgements ix
1 Introduction
1(22)
1.1 Rationale
1(2)
1.2 Key Terms and Concepts
3(15)
1.3 Genesis and Structure of the Book
18(5)
2 Education and Social Integration for EAL Students: Narratives and Debates
23(28)
2.1 Introduction
23(1)
2.2 Emergent Narratives of `Linguistic Otherness'
23(2)
2.3 Media and Policy Narratives in the United Kingdom
25(3)
2.4 Media and Policy Narratives in Other Countries
28(2)
2.5 Emerging Statistical Narratives on EAL Children and Attainment in the United Kingdom
30(3)
2.6 Migrant Children and Attainment: International Perspectives
33(1)
2.7 EAL as a Category: Complexities in the Field
34(2)
2.8 Social Integration
36(15)
3 The International, National and Regional Policy Context of Social Integration in Schools
51(22)
3.1 Introduction
51(1)
3.2 International Policies on Social Integration
52(4)
3.3 UK Policies on the Social Integration of Migrant Students
56(6)
3.4 EAL in the Context of the East of England
62(10)
3.5 Conclusion
72(1)
4 The Methodology of Researching EAL
73(22)
4.1 Introduction
73(1)
4.2 Key Considerations in Conducting Research with Newly Arrived Migrant Students
73(6)
4.3 Research Design
79(3)
4.4 Researching the Student Perspective
82(8)
4.5 Researching the School/Teacher Perspective
90(1)
4.6 Researching the Parent Perspective
91(1)
4.7 Conclusion
92(3)
5 Progression in Language, Learning and Social Integration
95(36)
5.1 Introduction
95(1)
5.2 Change in the Experience of Social Integration
96(15)
5.3 Perceived Progress in English and in Academic Achievement in the Second Year
111(7)
5.4 Performance in Writing English
118(4)
5.5 Performance in Speaking English
122(8)
5.6 Conclusion
130(1)
6 Towards an Inclusive Pedagogy for EAL in the Multilingual Classroom: Principles and Practices
131(28)
6.1 Introduction
131(1)
6.2 Teachers' Inclusive Attitudes
132(4)
6.3 Academic Inclusion
136(9)
6.4 Linguistic Inclusion
145(2)
6.5 Social Inclusion
147(3)
6.6 A Teacher Knowledge Framework for EAL Pedagogy
150(8)
6.7 Conclusion
158(1)
7 Rethinking Home-School Communication for Parents of Migrant Children
159(28)
7.1 Introduction
159(6)
7.2 The Content of Communication: Assumptions and Potential Stereotyping
165(5)
7.3 Formal Communication Models: From Linear to Transactional Communication
170(6)
7.4 Transactional School-Home-School Communication Systems: Moving towards Empowerment
176(9)
7.5 Conclusion
185(2)
8 Conclusion
187(8)
8.1 Summary
187(3)
8.2 Defining New Approaches
190(3)
8.3 Looking Ahead
193(2)
References 195(18)
Index 213
Michael Evans is Emeritus Reader in Second Language Education at the University of Cambridge. Claudia Schneider is Reader in Migration Studies at Anglia Ruskin University, Cambridge. Madeleine Arnot is Emeritus Professor of Sociology of Education and co-founder of the Centre for the Study of Global Human Movement at the University of Cambridge. Linda Fisher is Reader in Languages Education at the University of Cambridge. Karen Forbes is a Lecturer in Second Language Education at the University of Cambridge. Yongcan Liu is Reader in Applied Linguistics and Languages Education at the Faculty of Education, University of Cambridge. Oakleigh Welply is an Associate Professor in the School of Education, Durham University.