This article examines the development of oral English-speaking speech in bilingual students and teaching conditions. Conditions in the labor market require changes in the education system. Employers ...expect graduates to have skills such as teamwork, stress tolerance, sociability, multitasking, and empathy. There are strict requirements for professional training, including fluency in English. It is necessary to develop basic skills of English speaking and focus on spoken language, while attracting interactive teaching methods in cooperation. This becomes a daunting task for English teachers, given that the majority of students are bilingual. For the development of English-speaking oral speech among bilingual students, such interactive pedagogical technologies as: collaborative learning, case methods, project method, role-playing and business games, debates were applied and tested, and ways of their effective use in the conditions of the university were substantiated. As it can be noted, students develop oral speech in English, as well as business skills of joint cooperation.
Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways ...in which such a system operates. The inclusionary mechanisms adopted to 'mainstream' 'hard to reach' migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship between migrant childhoods and presumed policy dichotomies such as inclusion and exclusion. Drawing on ethnographic fieldwork in the southern Indian city of Bangalore, this paper foregrounds how migrant children's lives, are spatio-temporally liminal and precarious in the city. It further explores how these modalities of migrant children's lives are in discordance with the spatio-temporal framing of modern childhood and schooling. Moreover, migrant children's own experiences of schooling and socio-spatial marginalization in the city bring out the contradictions of modern schooling.
•The effects of child age at migration on educational achievement were tested with a comprehensive dataset from Israel.•The ‘critical age’ hypothesis was not supported by the analysis.•Children who ...were older at migration and thus arrived closer to the stage when curricular differentiation begins in lower secondary education had higher chances of enrolling in less prestigious educational programs.•Age at migration was not related to the chances of attaining an academic degree.
The study examined the effect of child age at migration on high school course-taking and higher education attainment, focusing on Former Soviet Union (FSU) immigrants who arrived in Israel at primary-school age. Based on a representative Israeli national sample, combining data from Israel's Central Bureau of Statistics, Ministry of Education, and higher education institutions, we applied multinomial regression models. The data did not support the ‘critical age’ hypothesis, according to which the educational outcomes of immigrant children start to decrease after a distinct age at migration when the ability to learn a new language begins to shrink. However, children who were older at migration and thus arrived closer to the stage when curricular differentiation begins in lower secondary education had higher chances of enrolling in less prestigious educational programs. Age at migration was not related to the chances of attaining an academic degree.
This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish ...or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence – and not L1 competence – explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction.
•No L3 advantages for immigrant bilingual students with different language profiles compared to monolinguals with similar levels of L2 proficiency.•Immigrant bilingual students' L3 proficiency is related to L2 proficiency rather than to L1 proficiency.•Immigrant students' competence in the language of instruction appears to be pivotal for L3 learning.
The education of immigrant students, particularly newcomers, must be considered from a holistic framework. The conceptual article aims to highlight other important aspects of newcomers’ education, in ...addition to language and subject content learning. The three overlooked yet most important components of holistic education for newcomers are the following: (1) well-being pedagogy, (2) positive and comprehensive collaboration with newcomer parents, and (3) teachers’ positive ideology of newcomers and their families. This article begins with a brief presentation of the issue in newcomers’ education demonstrating an emphasis on some important yet overlooked elements in newcomer education. Consequently, in Norway, despite educational efforts aimed at supporting immigrant students, they continue to perform poorly compared with ethnic Norwegian students. Then, the paper defines what well-being pedagogy is and why well-being should be included in the comprehensive and successful schooling of newcomers. Here, well-being pedagogy is not limited to newcomer students’ well-being; rather, it includes teachers (who work with newcomers) and newcomer parents’ well-being. The why and how of comprehensive and successful collaboration with newcomer parents is discussed as a second important component. The third building block is teachers’ positive ideology of newcomers and their parents. The paper establishes that the positive ideology and perceptions of newcomer students and their families are the core of the holistic education of immigrant students. This paper contributes to knowledge development for the education of newly arrived immigrant students by engaging in a discussion that can foster teacher motivation and commitment, resulting in greater support for newcomer students. Second, even though this paper is framed in the context of Norwegian society, the aim is to inspire the international community of educators and researchers committed to an equitable learning environment for immigrant students to consider the topic for further exploration. The article concludes with teachers’ practice recommendations for schools and some directions for future research.
Motivation is a foremost aspect in language learning and has been extensively studied in the field of SLA due to its important contribution to pedagogical implications. However, SLA ...scholars/researchers have overwhelmingly preoccupied specifically with Asian students such as Japanese and/or Chinese (Gong et al, 2020; Kikuchi, 2019). This ignores the unique individual differences that Indonesian students have which contribute to their learning trajectories. The present study investigated the factors of individual differences influencing their motivation in learning English as foreign language and how the ideal L2 self is expressed through their language learning narratives. A total of two Indonesian students studying abroad in one of the research-integrated universities in the US participated in this study during the Fall semester. Through three stages of open-ended interviews and the researcher's observations, the data were collected and analyzed using narrative analysis and the L2 Motivational Self System (L2MSS) proposed by Dörnyei (2009) as framework. The analysis revealed that factors such as family background and socioeconomic status, education system inequality, and access to the target language contribute to their perception of their ideal L2 self. Additionally, this study contributes to a more comprehensive understanding of Asian immigrant students as a whole and helps to avoid stereotypical identities of Asian students based on previous research.
In this paper, we examine the role of teacher collaboration in a school that produces positive academic outcomes for immigrant, English Learners (ELs). We also draw on a comparative case study of ...another school in the same district that has not achieved the same level of success. We illustrate how the high performing site supports and implements deep and sustained collaboration, while the professional conditions of the comparison site results in fragmentation and the isolation of EL teachers. In doing so, we provide qualitative insight into how schools can foster authentic teacher learning and collective responsibility for EL students.
•The marginalization and isolation of EL teachers impede teacher learning focused on EL students.•Examining a school that successfully serves immigrant ELs offers portable lessons for schools and districts.•Teacher collaboration generated rigorous learning opportunities for students through an integration of language and content.•Deep and sustained collaboration focused on the needs of English Learners can improve teacher practice and student outcomes.
This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first ...location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using "notes logbook" to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.
As a result of increasing numbers of immigrants, Poland is currently in the process of transition from a predominantly mono-lingual/cultural to multilingual/cultural country. Consequently, a ...constantly rising number of foreign students is joining Polish schools, who face the need to adapt to new social and institutional settings. In response to this demographic trend, the main aim of this paper is to point to the role of different factors recognised as facilitating in the process of school adaptation in the case of immigrant students in the Polish educational system. The research participants, 23 Polish teachers of English, in semi-structured interviews, described over 60 cases of multilingual children they used to work with. Out of these, the accounts describing primary school learners who had adapted well to new educational environments were selected for qualitative analysis, conducted with the aid of NVivo Software. In this case study, the stories of four successful adaptations have been selected to illustrate the importance of factors recognised in the analysis as those which favourably assist the process of school adjustment. These include: (1) the individual dispositions of the newcomer, (2) the behaviours of their classmates, (3) the supportive actions of teachers, (4) parents’ engagement and assistance.
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