Flüchtlinge in der Schule

Eberl, Klaus

doi:10.13109/9783788731755.241

Cited by 1 publication

(2 citation statements)

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“…Teachers in the project received further training in language support and inclusive education before implementing the project. The project has had success in improving students' language and social integration, including in the context of mathematics education (Daschner, 2017).…”

Section: Discussion Limitations and Concluding Remarksmentioning

confidence: 99%

“…When working with migrant students, a migration-sensitive mind-set is essential to take the migration-related diversity in schools into account, ensure that migrant students have the same opportunities and are not left behind, and counteract the emergence of discrimination (Mecheril et al, 2010). However, several studies have shown that teachers are not sufficiently prepared to teach in migrant classes (Daschner, 2017;Panagiotopoulou & Rosen, 2018). Research has revealed that students who learn the language of instruction 3 alongside mathematics may face difficulties in accessing mathematical content presented orally or in written form (e.g., word problems; Halai & Clarkson, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

Lüssenhop,

Kaiser

2024

Asian Journal for Mathematics Education

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The increase in international migration and the global number of students learning mathematics through a language other than their home language makes migrants’ educational pathways a particularly urgent issue. The current paper focuses on the German context as Germany is currently one of the major immigration countries in the Western context. Because German is widely perceived as the language of opportunity for migrants in the German school system, it is overwhelmingly the selected language of learning and teaching in the broader school system and within migrant classes. The article is based on qualitative interviews with mathematics teachers teaching migrant classes; and the data analysis followed the Grounded theory tradition. The central phenomenon that seemed to preoccupy all teachers was how to adapt mathematics teaching to the language- and mathematics-related diversity of their students while simultaneously helping them to transfer smoothly to the mainstream classes or pass the final examinations successfully. Due to the lack of institutional support for teaching in migrant classes and problems in dealing with multilingualism and mathematics-related diversity in mathematics lessons, they were generally frustrated with the situation despite being strongly motivated at first. Using three examples from the data, we illustrate teachers' strategies in relation to multilingualism and mathematics-related diversity. Overall, the study points to the necessity of supporting teachers in their mathematical practices in migrant classes to contribute to more inclusive mathematics education.

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Section: Discussion Limitations and Concluding Remarksmentioning

confidence: 99%