School adjustment difficulties of immigrant children in Greece¹

Cooperative Learning for Academic and Social Gains: valued pedagogy, problematic practice

“…At the core of this classroom is a sense of community, nurtured by activities that develop interpersonal communication and helping skills required for learning together. This is one important step in the attempt to redress the loss of a sense of community that many immigrants feel in their new countries (Palaiologou, 2007).…”

Refugee Children and English Language: Challenges From English Language Teachers’ Perspectives

“…Some previous studies ( Kanno and Varghese, 2010 ; Lertola and Mariotti, 2017 ; Sujito et al, 2019 ) have identified some challenges of EFLs in many contexts. Undoubtedly, learning the English language has many benefits, e.g., increasing the effective communication ( Lertola and Mariotti, 2017 ), raising job opportunities ( Kanno and Varghese, 2010 ), and increasing social interaction; hence, refugee children need to learn the English language for self-empowerment; however, recent studies have revealed significant educational difficulties that refugee children face ( Palaiologou, 2007 ); one of these difficulties is learning English as a foreign language ( Hulistijn, 2011 ; Gizatullina and Sibgatullina, 2018 ). Refugees require extra time and effort learning a foreign language according to many reasons, such as dealing with new teachers and interacting with new classmates ( AlHariri, 2018 ), attending new schools ( Popov and Sturesson, 2015 ), having linguistic issues as the unfamiliarity with the language ( Riggs et al, 2012 ), and being in a new society ( Burgoyne and Hull, 2007 ).…”

Segregación escolar por origen nacional en España

“…Efectivamente, el rápido incremento de inmigrantes en algunas partes del mundo ha suscitado el interés de la comunidad educativa por conocer el progreso de estos estudiantes, tanto en los países considerados clásicos receptores (Australia o Estados Unidos), como en aquellos donde la llegada de inmigrantes ha aumentado relativamente en los últimos años (por ejemplo, España o Grecia) (Capellán de Toro et al, 2013;Palaiologou, 2007;Terren y Carrasco, 2007). Los resultados de estas investigaciones evidencian un alto grado de segregación global para los estudiantes inmigrantes y, lo que es más preocupante, su aumento en el tiempo, tanto entre quiénes son inmigrantes de 1ª como de 2ª generación (Noguera, Pierce y Ahram, 2015).…”