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Education of International Newly Arrived migrant pupils at primary and secondary school level


EDINA at the Research Meeting Language and Education

At the regular meetings on Language and Education, hosted by Utrecht University, researchers gather to discuss the progress of their current projects. Last Friday, Emmanuelle le Pichon gave a talk on EDINA and the research that has been done as part of the project!

Read the abstract here:

Giving voice to the newly arrived migrant pupils – Emmanuelle le Pichon

In 2004, the Netherlands abrogated the support for the education of migrant minorities in their mother tongues (termination funding in minority languages, 2004). However, the recent burst of newly arrived migrant children in the Dutch schools is starting to show the limitations of a main focus on stimulating Dutch as a second language. In this presentation, strategies, including the use of the pupils’ own languages, are discussed. These initiatives, often based on the intuition of a single teacher, all have in common a better use of the knowledge that the pupils bring with them. Teachers develop more or less conscious strategies in an attempt to pay more attention on the individual pupil’s skills rather than on the average group level. This approach is a reflection of the recent theoretical orientation in educational studies related to multilingualism that focuses “on the discursive constructions of language learning in teaching” (Moore & Gajo, 2009: 141). These novel approaches that strive to take into account the changing patterns of migration will be discussed. Both the bourgeoning use of own-language-strategies as well as a better apprehension of the importance of individual migration histories are starting to raise discussion at political level.