Policy and Practice in Madrid Multilingual Schools

Pastor, Ana María Relaño

doi:10.1080/00405840903192649

Cited by 16 publications

(5 citation statements)

References 8 publications

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“…Research shows that immigrants must adapt linguistically and tend to be viewed as a problem to be remedied rather than seeing their language as a right or a resource (Relaño Pastor, 2009). Newcomers who do not speak Spanish and arrive with a below average level of schooling require intense submersion in Spanish, and due to lack of resources, many of these programmes tend to foster a 'subtractive approach' to bilingualism, without parental reinforcement, or qualified teachers (Relaño Pasto & Mijares, 2011).…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Chasing the European Dream: Unaccompanied African Youths’ Educational Experience in a Canary Islands’ Reception Centre and Beyond

Auger-Voyer

Montero-Sieburth

Pérez

2014

EPAA

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In the last two decades, Spain’s Canary Islands have received thousands of undocumented migrants arriving by boat from the coasts of North and West Africa. The sharp increase of unaccompanied minors has presented a particular challenge, as these minors fall under the State’s protection system and are entitled to an education and other rights, once in Spain. What economic and socio-cultural factors push these youth to seek a better life whilst endangering their own? What educational opportunities are available to them in Spain and how can these propel them into secure living situations? What can be said about their integration prospects?This ethnographic study, based on field research carried out in a reception centre for unaccompanied minors in Tenerife, focuses on the youth’s migration trajectories, and on the extent to which the education and support they receive in Spain relates to their socio-economic integration into European society and beyond. The findings reveal that although the centre provides the youth with a window of opportunity to be in Spain and gain an education, the ambiguousness of their legal situation brought about by immigration policies once they have left the centre, is not conducive to their leading a stable and productive life in the current context.

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Section: Theoretical Considerationsmentioning

confidence: 99%

Chasing the European Dream: Unaccompanied African Youths’ Educational Experience in a Canary Islands’ Reception Centre and Beyond

Auger-Voyer

Montero-Sieburth

Pérez

2014

EPAA

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“…However, with reference to the essence of the CRC, current school-based initiatives only address some of the logistical and initial learning problems rather than cater for the deeper academic, social and emotional needs that underpin educational access. The school policy direction is towards assimilation rather than the intercultural learning spelt out in Article 29 of the CRC (Alba and Nee, 1999;Pastor, 2009). Parental perspectives are currently largely absent from educational debates on the needs of CBS, as are the voices of the students themselves.…”

Section: Discussionmentioning

confidence: 99%

“…Concern for academic success, and particularly English-language proficiency, has long been a focus for scholars, school personnel and educational policymakers in Hong Kong. As elsewhere, the ideologies underpinning education policies and support programmes for newcomers are predominantly geared towards understanding the host culture and characterized by assimilation, that is, making newcomers as one of us (Pastor, 2009). Educational success is a determinant factor in assessing processes of accommodation, adaptation and assimilation of descendants of immigrants.…”

Section: Education Policies and Migrantsmentioning

confidence: 99%

Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong

Yuen

2011

Education, Citizenship and Social

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Every society has an obligation to provide quality education to children regardless of their socio-economic and cultural backgrounds. The number of cross-boundary students (CBS) from Mainland China in Hong Kong schools is increasing. This article reviews educational policy and provision for educating CBS, presenting data from an empirical study. Data from three school-based case studies (pre-primary, primary and secondary) reveal an absence of systematic school-based policy or provision for newcomers. This article draws on the UN Convention on the Rights of the Child to review educational practices with regard to CBS populations. Despite the rapid growth in numbers of CBS, the case studies suggest that Hong Kong regional government’s policies fail to meet students’ transitional needs or guarantee their rights. There remains a serious policy gap that is left to schools and teachers to address as best they can. The article concludes by discussing implications for policy making and teacher professional development.

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“…For example, qualitative studies conducted in Spain, a country with a fast growing number of immigrant and refugee students, underscored that teachers are generally unprepared to teach this population. Teachers are likely to feel overwhelmed by students' needs, among other competing demands, and often fail to recognize these students' potentials and strengths (Coronel and Gómez-Hurtado 2015;Pastor 2009). …”

Section: Enduring Challenges: Beyond Pisamentioning

confidence: 99%

Immigrant and Refugee Students Across “Receiving” Nations: To What Extent Can Educators Rely on PISA for Answers?

Rubinstein‐Ávila

2016

The Clearing House: A Journal of Educational Strategies, Issues

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Massive population shift is a current global reality -especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as "receiving" nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders.

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Policy and Practice in Madrid Multilingual Schools

Cited by 16 publications

References 8 publications

Chasing the European Dream: Unaccompanied African Youths’ Educational Experience in a Canary Islands’ Reception Centre and Beyond

Chasing the European Dream: Unaccompanied African Youths’ Educational Experience in a Canary Islands’ Reception Centre and Beyond

Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong

Immigrant and Refugee Students Across “Receiving” Nations: To What Extent Can Educators Rely on PISA for Answers?

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