Structure and agency in the development of education policies for refugee-background students

Baak, Melanie; Miller, Emily; Johnson, Bruce; Sullivan, Anna

doi:10.1007/s13384-021-00499-9

Cited by 6 publications

(5 citation statements)

References 35 publications

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“…In the current case, it was the educational policy change introduced in public schools that aimed at integrating cohesion and adaptation courses into the official curriculum so that the diverse student populations could fit into the formal schooling process. Nevertheless, as could be observed from the final model, cohesion classes were effective in compromising immediate solutions to the challenges at that moment, but as Johnson andClark (1982, cited in Haddad, 1994) put it, policies at incremental mode may not promote solutions for challenges that may be anticipated in the schooling contexts for the future, and policymakers need to consider transformative policies so that all children have access to quality education. The factual figures presented in the text show that the political economy of a nation may influence the educational attainment of its population.…”

Section: Discussionmentioning

confidence: 99%

“…Corresponding to Guo's (2011) contention that teachers tend to use specialist educational language when communicating with parents, some of the participating Tasmanian educators raised concerns about school information being 'overwhelmingly long and heavy' (TAS2 Educator) and 'full of jargon' (TAS1 Educator). In addition, the increasing reliance on digital communication platforms to share school information may inadvertently disadvantage some parents, such as any refugee background parent without the linguistic, technological, and economic capacity to access online information (Baak et al 2021). If schools do not communicate in ways refugee background parents can understand, there may be a reliance on children who are more proficient in English to translate or interpret for them.…”

Section: Written Communicationmentioning

confidence: 99%

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Substantive equality of refugee children in Education Acts of Finland and Norway

Riekkinen¹,

Hanssen²

2022

Perspectives on Transitions in Refugee Education

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The use of third party material in this book does not indicate that it is also subject to the Creative Commons licence mentioned. If the material used is not subject to the aforementioned Creative Commons licence and the action in question is not permitted by law, the consent of the respective rights holder must be obtained for further use. Trademarks, company names, generally descriptive terms etc. used in this work may not be used freely. The rights of the respective rights holder must be observed and use is subject to the rules of trademark law, even without separate reference. This book is available as a free download from www.budrich.eu (https://doi.org/10.3224/84742626).

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Section: Discussionmentioning

confidence: 99%

Section: Written Communicationmentioning

confidence: 99%

Substantive equality of refugee children in Education Acts of Finland and Norway

Riekkinen¹,

Hanssen²

2022

Perspectives on Transitions in Refugee Education

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“…Bilingual aides are often also the conduit between home and school, mediating communication with parents, and playing an active role in enhancing students' access to the curriculum, positively contributing to equality and inclusion in the school setting (Baak et al, 2021;Baker, 2014). Just as bilingual aides use students' plurilingual repertoires to enhance student learning, they also draw on students' prior knowledge and cultural capital through the exchange of knowledge systems ("transknowledging") to enhance learning (Heugh, 2021;Heugh et al, 2022).…”

Section: Enablers and Barriers Of Plurilingualismmentioning

confidence: 99%

Enablers and barriers for plurilingual practices: How EAL/D teachers support new arrivals in a rural secondary setting

Partridge,

Harper

2023

TiC

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This paper explores the reported practices of five specialist EAL/D teachers from a rural Australian city. They work with a cohort of refugee students from a single cultural group, who recently arrived in Australia with minimal English and generally low levels of literacy in their first language. Survey research was conducted to explore how plurilingualism was being supported amongst these students. Information was sought on how home languages featured and were supported in the students’ learning. Plurilingual practices occurred predominantly in the EAL/D setting, where participants benefited from ‘Goldilocks conditions’. These conditions were characterised by a homogenous student group and allowed for a slowing down of the curriculum and the incorporation of students’ first languages in the learning process. The presence of skilled bilingual aides was the lynchpin for the success of plurilingual practices in this study. Our research highlighted the need for further investigation into the enablers and barriers of collaborative practice between EAL/D and mainstream teachers and the role bilingual aides play in supporting plurilingualism in schools. There is evidence from this study to support reframing the concept bilingual education in Australia, to better capture the complexities of plurilingual interactions in school contexts.

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“…The impact of these policy forces on the delivery of EAL/D in Australia is complex. IE is intended to recognise and embrace the diversity of all learners in the classroom; however, the enactment of this concept for specific groups of English language learners has been problematised as needing clearer and more specific guidance on how inclusion is actioned, along with specific professional guidance for teachers on best practices (Baak et al, 2021;Taylor & Sidhu, 2012). Teachers are required to make mainstream curriculum content accessible for EAL/D learners, and special consideration for compulsory standardised assessments is limited.…”

Section: Introductionmentioning

confidence: 99%

Commercialisation in Australian public education and its implications for the delivery of English as an Additional Language/Dialect: An EAL/D teacher perspective

Creagh,

Playsted,

Hogan

et al. 2023

TiC

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Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English language learners. The data suggests that the use of commercial products in schools may not be aligned with appropriate educational practices which target language learning needs. There is a strong need for further research in the uptake and use of commercial products for specialist language support. This will elucidate the extent to which EAL/D as a specialisation is being impacted by the use of commercial products both in the appropriacy of the products and in the deprofessionalisation of specialist EAL/D teachers.

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Structure and agency in the development of education policies for refugee-background students

Cited by 6 publications

References 35 publications

Substantive equality of refugee children in Education Acts of Finland and Norway

Substantive equality of refugee children in Education Acts of Finland and Norway

Enablers and barriers for plurilingual practices: How EAL/D teachers support new arrivals in a rural secondary setting

Commercialisation in Australian public education and its implications for the delivery of English as an Additional Language/Dialect: An EAL/D teacher perspective

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