Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand

Smythe, Fiona

doi:10.1007/s40841-020-00164-2

Cited by 4 publications

(7 citation statements)

References 24 publications

(24 reference statements)

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“…Using the colour-coding system in the typology, samples of all types of plurilingual production across the 52 h of classroom observations in both countries were quantitatively analysed (see Table 2). Conclusions were then drawn about the frequency of various types of plurilingual production, when the young person is choosing to work in their first language (or another language in their plurilingual repertoire), and what kinds of working purposes the first language (and other languages) serve for the student (see Smythe, 2021Smythe, , 2022. One of these analyses, discussed in the next section, focuses on how many times students initiated first language (and lingua franca) production, compared to how many times French language and English language teachers (in UPE2A and EL classes) directed students to work in their home languages.…”

Section: Another Situation At the School In Francementioning

confidence: 99%

“…In both countries, there is growing recognition of the benefits of including both first languages (L1) and the wider linguistic repertoires (plurilingualism) of young migrants in their learning (May, 2013;Smythe, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…These questions are posed within the broadening discussion on inclusive education taking place in both France and Aotearoa New Zealand. In both countries, there is growing recognition of the benefits of including both first languages (L1) and the wider linguistic repertoires (plurilingualism) of young migrants in their learning (May, 2013; Mendonça Dias et al, 2020; Smythe, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…In this article, I reframe definitions of success for migrant‐background students as processes of navigating learning via their existing language skills. I present examples of young migrants learning in this way in schools in France and Aotearoa New Zealand (see also Smythe, 2021). The concluding discussion addresses how teachers can meet the challenge and opportunity of diversity by supporting plurilingual processes of navigation so that young migrants can better succeed at school.…”

Section: Introductionmentioning

confidence: 99%

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Navigating plurilingual learning: An inclusive education approach

Smythe

2023

Euro J of Education

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Language experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum‐seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language‐of‐schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re‐framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.

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Section: Another Situation At the School In Francementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Navigating plurilingual learning: An inclusive education approach

Smythe

2023

Euro J of Education

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“…During the 1990s, both countries experienced a shift towards integrative policies, in response to growing global awareness of human rights and the potential benefits of more inclusive education systems in linguistically and culturally diverse societies. The outcome in 2022 is two distinct versions of 'integration' sprouted from differing national ideologies -égalité in the French education system, and biculturalism in the New Zealand setting (Smythe, 2020).…”

Section: Résumé En Françaismentioning

confidence: 99%

School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand

Smythe

2022

Journal of Multilingual and Multicultural Development

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HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

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A inclusão escolar de crianças e adolescentes migrantes e na condição de refúgio, não-falantes do português: a barreira da linguagem e as demandas no processo de ensino-aprendizagem

Viana Custódio,

Cabral

2023

Rev. Dir. e Garantias Fundamentais

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Este artigo tem por objetivo identificar as principais demandas, no processo de ensino-aprendizagem, pela barreira da linguagem, da inclusão escolar, no Brasil, de crianças e adolescentes migrantes e na condição de refugiados, não-falantes do português. A partir da contextualização do direito à educação no Brasil, apresentou-se a presença e a inclusão de crianças e adolescentes migrantes no âmbito escolar, para então, na terceira parte da pesquisa, identificar as principais demandas, no processo de ensino-aprendizagem. A metodologia utilizada foi o método de abordagem dedutivo, o método de procedimento monográfico e as técnicas de pesquisa bibliográfica e documental.

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Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand

Cited by 4 publications

References 24 publications

Navigating plurilingual learning: An inclusive education approach

Navigating plurilingual learning: An inclusive education approach

School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand

A inclusão escolar de crianças e adolescentes migrantes e na condição de refúgio, não-falantes do português: a barreira da linguagem e as demandas no processo de ensino-aprendizagem

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