Language Development and Social Integration of Students with English as an Additional Language

Evans, Michael; Schneider, Claudia; Arnot, Madeleine; Fisher, Linda; Forbes, Karen; Liu, Yongcan; Welply, Oakleigh

doi:10.1017/9781108656047

Cited by 12 publications

(14 citation statements)

References 168 publications

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“…Last, further research could strengthen the proposed model for the joint assessment of child development within collaborative mental health care (see also: Figure 1 ; Based on: De Haene and Rousseau, 2020 ). As a seminal but growing body of studies points to interactions between refugee children’s mental health, linguistic competence, and social and cultural integration (e.g., Evans et al, 2020 ; Walker and Zuberi, 2020 ; Spaas et al, 2021 ), it seems highly relevant to further develop our understanding of refugee children’s psychosocial, language, and cultural development within the collaborative care context. Future research could, for example, engage in a profiling of prototypical associations between refugee children’s mental health, their linguistic development (both native language and second language proficiency) and patterns of social, home and host cultural integration, including a contextualization of development within the dimensions of family functioning, migration history, and host society conditions ( Nadeau et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“…Here, family experiences of social isolation or discrimination are not merely addressed in their impact on family relationships, but equally in how they might resonate in parental distrust or strategies of avoiding or withdrawing from communication with school actors ( Benoit et al, 2008 ), in school actors’ representations of refugees’ parenting skills mirroring or counteracting broader, often deficit-oriented stereotypes on immigrant parents ( De Haene and Rousseau, 2020 ), or in dynamics of traumatic reenactment between the family and the school as a representative of host society institutions ( Rousseau, 2020 ; Spaas et al, 2022 ). Equally, network partners engage in an exploration of the way broader social dynamics may encroach upon the child’s acculturative tasks within the classroom and school, addressing the role of teacher-pupil and peer relationships and scrutinizing potential dynamics of exclusion impacting the child’s psychosocial and linguistic development ( Evans et al, 2020 ).…”

Section: School-based Collaborative Mental Health Care: An Interventi...mentioning

confidence: 99%

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Working With the Encounter: A Descriptive Account and Case Analysis of School-Based Collaborative Mental Health Care for Refugee Children in Leuven, Belgium

et al. 2022

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Scholars increasingly point toward schools as meaningful contexts in which to provide psychosocial care for refugee children. Collaborative mental health care in school forms a particular practice of school-based mental health care provision. Developed in Canada and inspired by systemic intervention approaches, collaborative mental health care in schools involves the formation of an interdisciplinary care network, in which mental health care providers and school partners collaborate with each other and the refugee family in a joint assessment of child development and mental health, as well as joint intervention planning and provision. It aims to move away from an individual perspective on refugee children’s development, toward an engagement with refugee families’ perspectives on their migration histories, cultural background and social condition in shaping assessment and intervention, as such fostering refugee empowerment, equality, and participation in the host society. Relating to the first stage of van Yperen’s four-stage model for establishing evidence-based youth care, this article aims to engage in an initial exploration of the effectiveness of a developing school-based collaborative mental health care practice in Leuven, Belgium. First, we propose a detailed description, co-developed through reflection on case documents, written process reflections, intervision, an initial identification of intervention themes, and articulating interconnections with scholarly literature on transcultural and systemic refugee trauma care. Second, we engage in an in-depth exploration of processes and working mechanisms, obtained through co-constructed clinical case analysis of case work collected through our practice in schools in Leuven, Belgium. Our descriptive analysis indicates the role of central processes that may operate as working mechanisms in school-based collaborative mental health care and points to how collaborative mental health care may mobilize the school and the family-school interaction as a vehicle of restoring safety and stability in the aftermath of cumulative traumatization. Our analysis furthermore forms an important starting point for reflections on future research opportunities, and central clinical dynamics touching upon power disparities and low-threshold access to mental health care for refugee families.

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Section: Discussionmentioning

confidence: 99%

Section: School-based Collaborative Mental Health Care: An Interventi...mentioning

confidence: 99%

Working With the Encounter: A Descriptive Account and Case Analysis of School-Based Collaborative Mental Health Care for Refugee Children in Leuven, Belgium

et al. 2022

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“…A legacy of colonialism and modernity, inscribed within 19th-century nationalism and political constructions of the 'nation-state', monolingualism in Europe is firmly embedded within educational systems, which have failed to adapt to new forms of linguistic diversity brought on by increased migration and mobility (Barbour & Carmichael, 2000;Mignolo, 1992;Mbembe & Mabanckou, 2018). In school systems in which a single, standard form of language is established as legitimate, newly arrived students who do not speak the language of the host country tend to be viewed as 'less competent', and multilingualism is seen as a problem or a barrier to successful learning (Evans et al, 2020). This 'deficit' view of newly arrived migrant students is inscribed within nationalist and imperialist ideologies, rooted in colonialism and white supremacy, in which the linguistic practices of young people from immigrant backgrounds are constructed as illegitimate and 'Other' (Kroskrity, 2021;Welply, 2022a).…”

Section: Language Migration and Educationmentioning

confidence: 99%

“…This paper aims to address this gap by examining approaches to English as Additional Language (EAL) in England through a decolonial and anti-racist lens. Drawing on previous research by the author with EAL students and teachers (Evans et al, 2020;Welply, 2022a) this article offers a novel perspective through dialogue and co-analysis with EAL practitioners, with the aim of reflecting on these issues and suggesting alternative, decolonial and anti-racist approaches and the experience of students: (1) the need for a critical reflection on ideas of inclusion and mainstreaming;…”

Section: Language Migration and Educationmentioning

confidence: 99%

English as an additional language (EAL): Decolonising provision and practice

Welply

2022

The Curriculum Journal

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This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment, which most often overshadows the complex experiences and needs of students labelled 'EAL'. In this respect, the questions of relevant, decentred and decolonised curricula and forms of assessment that can promote inclusion for students who have experienced migration and are placed in monolingual educational environments in the UK are crucial. Through a decolonial perspective on the curriculum, language and pedagogical practice, inspired by postcolonial studies and Critical Race Theory, this paper discusses three main areas that emerged as crucial to a deeper and critical engagement with English as an Additional Language

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“…Indeed, poor performance can affect a student's perception of themselves as a good Science, English, or Mathematics learner. It may also lead to a student being streamed (separated by perceived ability) into a lower ability group or class, or indeed moved to a more vocational line of study that does not provide such an academically challenging curriculum (Evans et al, ). Addressing this issue is therefore a key step if we wish to tackle the current under‐representation of linguistically diverse learners in STEM postsecondary education.…”

Section: Introductionmentioning

confidence: 99%

Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

Afitska

Heaton

2019

Science Education

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Children coming from homes where English is not their first language constitute a significant and increasing proportion of classrooms worldwide. Providing these English‐language learners (ELLs) with equitable assessment opportunities is a challenge. We analyze the performance of 485 students, both English‐native‐speakers (ENSs) and ELLs, across five schools within the United Kingdom in the 7–11‐year age group on standardized summative Science assessment tasks. Logistic regression with random effects assesses the impact of English‐language proficiency, and its interactions with question traits, on performance. Traits investigated were: question focus; need for active language production; presence/absence of visuals; and question difficulty. Results demonstrated that, while ELLs persistently performed more poorly, the gap to their ENS peers depended significantly upon assessment traits. ELLs were particularly disadvantaged when responses required active language production and/or when assessed on specific scientific vocabulary. Presence of visual prompts did not help ELL performance. There was no evidence of an interaction between topic difficulty and language ability suggesting lower ELL performance is not related to capacity to understand advanced topics. We propose assessment should permit flexibility in language choice and production type for ELLs with low English language proficiency; while simultaneously recommend subject‐specific teaching of scientific language begins at lower stages of schooling.

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Language Development and Social Integration of Students with English as an Additional Language

Cited by 12 publications

References 168 publications

Working With the Encounter: A Descriptive Account and Case Analysis of School-Based Collaborative Mental Health Care for Refugee Children in Leuven, Belgium

Working With the Encounter: A Descriptive Account and Case Analysis of School-Based Collaborative Mental Health Care for Refugee Children in Leuven, Belgium

English as an additional language (EAL): Decolonising provision and practice

Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

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