Mateja, S., Hernández-Hernández, F., Sancho-Gil, J. M. y Gornik, B. (Eds.) (2021): Migrant Children´s Integration and Education in Europe. Approaches, Methodologies and Policies (Barcelona: Octaedro), 374 pp. ISBN 978-84-18615-37-5

Estéban, Adrián Neubauer

doi:10.5944/reec.41.2022.30859

Cited by 1 publication

(2 citation statements)

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“…To address these issues, they propose systematic improvements in Slovenian primary schools, such as intensive Slovenian language and socialization classes, placing immigrant children in lower-grade classes for easier integration, and increasing Slovenian language instruction hours. This aligns with the findings of Milharčič Hladnik and Kožar Rosulnik (Neubauer, 2022), who also deem the Ministry of Education's allocated hours insufficient for this purpose.…”

Section: Discussion and Findingssupporting

confidence: 88%

“…Principals emphasized the necessity of translators during the initial integration phase, aligning with Milharčič Hladnik and Kožar Rosulnik's findings (Neubauer, 2022), highlighting the insufficiency of Ministry of Education funding hours. They advocated for extending the nonassessment period to a full year, not just the school year, and increasing financial support in two critical areas: providing literature for immigrant children and fairly compensating educational professionals working with these students.…”

Section: Discussion and Findingsmentioning

confidence: 57%

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How do the principals perceive the challenges of integration of immigrant students into Slovenian primary school educational space

Pucelj,

Gorenc Zoran

2023

Policy Futures in Education

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Education is a fundamental human right and essential to enable people to maximize their abilities to settle in a new country, adapt to a new environment, and become participating community members. As part of the challenges posed by immigration, the society aims to provide at least primary education to the children of immigrants. Statistical data show that in recent years, the number of students from other countries has increased in Slovenia. Slovenian educational institutions are confronted with a larger number of immigrant and refugee children with different cultural and linguistic backgrounds than Slovenian children. In order to explore what the challenges are in integrating immigrant students into Slovenian primary schools, we will try to answer the main research question of what challenges principals face in integrating immigrant children into primary education. This will be researched through an empirical analysis methodologically based on semi-structured interviews with school principals in selected primary schools.

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Section: Discussion and Findingssupporting

confidence: 88%

Section: Discussion and Findingsmentioning

confidence: 57%