Cross-Cultural Approaches to Mitigating the Immigrant Student Performance Disadvantage

Klinger, Don A.; Volante, Louis; Bilgili, Özge

doi:10.1007/978-3-319-74063-8_12

Cited by 9 publications

(12 citation statements)

References 14 publications

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“…Immigrant Children, Educational Performance and Public Policy: a Capability Approach [29] 4. Immigrant Student Achievement and Education Policy in Finland [30] 5. Learners with immigrant backgrounds within Finnish education system -Evaluation on the access to education and the support during studies [4] 6.…”

Section: Published Articlesmentioning

confidence: 99%

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Ojwang

2021

Eureka: SH

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This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant pupils’ learning challenges of the Finnish language as a second language in Finland, and gathered information from this study’s survey is used to analyze the use of Kiswahili as a second language in Tanzania. The research focuses on a comparative analysis of the learning and use of official languages of the host countries as second languages, used in facilitating learning among primary school learners. In Finland, the official language analyzed is Finnish, whereas in Tanzania, the official language analyzed is Kiswahili. The International schools in Tanzania offer Kiswahili lessons to all learners in primary school as guided by national education policy, whereas all public and international schools in Finland offer Finnish lessons for all learners under the education policy. The responses in both Finland and Tanzania are deconstructed qualitatively to illuminate the similarities and differences between European migrant learners and African migrant learners using a second language for learning, and to further deconstruct the nuanced epistemological injustice against minorities. The theories in this research are derived using the grounded theory approach.

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Section: Published Articlesmentioning

confidence: 99%

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Ojwang

2021

Eureka: SH

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“…The level of standardisation in education differs from country to country (Klinger et al 2018). Policies developed at the national level can aim to assist schools in managing diversity.…”

Section: Challenges Related To Policy and Standardisationmentioning

confidence: 99%

“…Policies developed at the national level can aim to assist schools in managing diversity. However, according to Klinger et al (2018), few policies exist that explicitly target the education of migrant students. Although education policies may be purposefully designed to narrow the achievement gap between majority and migrant students, such policies can have unintended consequences and may even increase the gap (Bilgili et al 2018).…”

Section: Challenges Related To Policy and Standardisationmentioning

confidence: 99%

“…Analysis of PISA data suggests that the performance differences between migrant and majority students have shrunk over time (OECD 2015). It should be noted that Klinger et al (2018) argued that these differences might be greater than the OECD analysis indicates since large-scale international studies are typically insensitive to change. As such, more targeted policies or changes towards a more inclusive educational system might not result in changes in PISA outcomes for a few cycles, although such changes could still contribute to students' sense of belonging in their schools.…”

Section: Challenges Related To Policy and Standardisationmentioning

confidence: 99%

“…Providing high-quality education to migrant students and addressing the performance gap are both related to inclusive education and to developing policies related to language as well as social integration and cultural acceptance (Klinger et al 2018). A central question addresses the extent to which national assessment policies and levels of standardisation regulate assessment at the classroom level.…”

Section: Challenges Related To Policy and Standardisationmentioning

confidence: 99%

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Aiding culturally responsive assessment in schools in a globalising world

et al. 2020

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Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

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Migrant Integration, Equality of Opportunity, and Education Policy: A Scoping Review with Future Research and Strategic Planning Implications

Volante,

Klinger

2024

Handbook of Equality of Opportunity

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Cross-Cultural Approaches to Mitigating the Immigrant Student Performance Disadvantage

Cited by 9 publications

References 14 publications

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Aiding culturally responsive assessment in schools in a globalising world

Migrant Integration, Equality of Opportunity, and Education Policy: A Scoping Review with Future Research and Strategic Planning Implications

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