Oakleigh Welply

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.

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.

Winner of the 2023 Globalisation and Education SIG Best Book Award at CIES 2023! Immigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.

Winner of the 2023 Globalisation and Education SIG Best Book Award at CIES 2023! Immigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.