Researching linguistic transitions of newly-arrived students in Germany: insights from Institutional Ethnography and Reflexive Grounded Theory

Plöger, Simone; Barakos, Elisabeth

doi:10.1080/17457823.2021.1922928

Cited by 11 publications

(1 citation statement)

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“…Newly arrived students who do not speak German attend reception classes (Internationale Vorbereitungsklasse, or IVK) within mainstream secondary schools -usually Stadtteilschulen. Reception classes focus on teaching students German, but also include subjects such as Mathematics, English, and Social Sciences (Fürstenau 2017;Plöger and Barakos 2021). While most students attend IVK for one year, some remain in advanced IVK classes to complete the standard ninth-and tenth-grade examinations.…”

Section: The Transnational Contextmentioning

confidence: 99%

Transnational youth mobility trajectories

Ogden¹

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vii T Ta ab bl le e o of f C Co on nt te en nt ts s Acknowledgements v Chapter 1. Introduction 1 1.1. Introduction 3 1.2. Studying the mobility of migrant youth: insights and research gaps 8 1.3. Thesis overview 10 Chapter 2. Conceptualising the mobility of young people with a migration background13 2.1 Introduction 15 2.2 Migrant transnationalism: life here and there 15 2.2.1 Transnational family studies: young people in the country of origin 16 2.2.2 Second-generation transnationalism: young people in the country of residence 17 2.2.3 Second-generation returns: young people between the countries of origin and residence 18 2.3 Mobility: embodied experience and dynamic processes 20 2.3.1 Theoretical innovations 20 2.3.2 Methodological innovations 21 2.4 Conceptualising transnational youth mobility as trajectories 22 2.5 Contexts, relationships, and resources in young people's lives 24 2.5.1 The family and the school: young people and cultural capital 24 2.5.2 The peer network: young people and social capital 25 2.6 Transnational resources through youth mobility trajectories 27 2.7 An analytical framework for the study of youth mobility 27 Chapter 3. Migration, mobility, and education in and between Ghana and Germany 31 3.1 2.3 Mobility: embodied experience and dynamic processes 2.3.1 Theoretical innovations 2.3.2 Methodological innovations 2.4 Conceptualising transnational youth mobility as trajectories 2.5 Contexts, relationships, and resources in young people's lives 2.5.1 The family and the school: young people and cultural capital 2.5.2 The peer network: young people and social capital 2.6 Transnational resources through youth mobility trajectories 2.7 An analytical framework for the study of youth mobility Chapter 3. Migration, mobility, and education in and between Ghana and Germany 3.1 Introduction 3.2 The Ghanaian context 3.2.1 Migration and mobility in Ghanaian society 3.2.2 Education in Ghana 3.2.3 Interlinkages between migration, mobility, and education in Ghana 3.3 The German context 3.3.1 Migration regime in Germany, specifically Hamburg 3.3.2 The education system in Hamburg 3.3.3 Interlinkages between migration, mobility, and education in Hamburg, Germany viii 3.4 The two contexts meet 3.4.1 Ghanaian migration to Germany 3.4.2 The Ghanaian community in Hamburg 3.5 Conclusion Chapter 4. A methodology for studying youth mobility 4.1 Introduction 4.2 Research design 4.2.1 Youth-centric 4.2.2 Multi-sited 4.2.3 Mobility-focused 4.2.4 Collaborative 4.3 Sites and sample 4.3.1 Finding the multi-sited field 4.3.2 Sampling 4.3.3 Sample size and characteristics 4.3.4 Key informants 4.4 Data collection and analysis 4.4.1 Mobile methods 4.4.2 Other methods 4.4.3 Analysis 4.5 Ethics 4.5.1 Informed consent 4.5.2 Positionality 4.5.3 Reciprocity 4.6 Conclusion Chapter 5. Changing relationships to the country of origin through transnational mobility: migrant youth's visits to Ghana 5.1 Introduction 5.2 Migrant youth transnationalism, mobility, and visits to the country of origin 80 5.2.1 Viewing mobility from afar: s...

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Section: The Transnational Contextmentioning

confidence: 99%