Language Development and Social Integration of Students with English as an Additional Language
Cambridge University Press (Verlag)
978-1-108-73742-5 (ISBN)
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.
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.
1. Introduction; 2. Education and social integration for EAL students: narratives and debates; 3. The international, national and regional policy context of social integration in schools; 4. The methodology of researching EAL; 5. Progression in language, learning and social integration; 6. Towards an inclusive pedagogy for EAL in the multilingual classroom: principles and practices; 7. Rethinking home-school communication for parents of migrant children; 8. Conclusion.
| Erscheinungsdatum | 27.02.2024 |
|---|---|
| Reihe/Serie | Cambridge Education Research |
| Zusatzinfo | Worked examples or Exercises; 16 Tables, black and white; 2 Line drawings, black and white |
| Verlagsort | Cambridge |
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-108-73742-0 / 1108737420 |
| ISBN-13 | 978-1-108-73742-5 / 9781108737425 |
| Zustand | Neuware |
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