UID:
almafu_9960118843002883
Format:
1 online resource (x, 218 pages) :
,
digital, PDF file(s).
ISBN:
1-108-63992-5
,
1-316-99849-5
,
1-108-65604-8
Series Statement:
Cambridge education research
Content:
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.
Note:
Title from publisher's bibliographic system (viewed on 07 Jul 2020).
Additional Edition:
ISBN 1-108-49354-8
Language:
English
Subjects:
Comparative Studies. Non-European Languages/Literatures
,
Sociology
URL:
Volltext
(URL des Erstveröffentlichers)
URL:
Volltext
(URL des Erstveröffentlichers)
URL:
https://doi.org/10.1017/9781108656047
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