Language Development and Social Integration of Students with English as an Additional Language

Michael Evans, Linda Fisher, Karen Forbes, Yongcan Liu, Oakleigh Welply, Claudia Schneider, Madeleine Arnot

ISBN 10: 1108737420 / ISBN 13: 9781108737425

Edité par Cambridge University Press, GB, 2024

A propos de cet article

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.

N° de réf. du vendeur LU-9781108737425

Détails bibliographiques

• Titre: Language Development and Social Integration of Students with English as an Additional Language
• Éditeur: Cambridge University Press, GB
• Date de parution: 2024
• Langue: anglais
• ISBN à 10 chiffres: 1108737420
• ISBN à 13 chiffres: 9781108737425
• Reliure: Paperback
• État de l'article: New
• Dimensions: 16,99 L x 1,32 H x 24,41 P (centimètres) 16,99 centimètres de largeur par 1,32 centimètres de hauteur par 24,41 centimètres de profondeur
• Poids: 404 grammes

A propos de ce titre

Synopsis

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.

À propos des auteurs

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.