Territories of integration: the children of immigrants in the schools of the Metropolitan Area of Lisbon

Framing Non-Whites and Producing Second-Class Citizens in France and Portugal

“…There are also extreme differences among 'native-born children of immigrant parentage' and those born to traditional Portuguese residents with regard to early school determination, despite the fact that the majority of Portuguese students (77 per cent, according to Marques et al 2007) aspire to attend university. Hortas (2008) confirms these findings, at least indirectly, when stating that 'When we look at immigrant dropout/failure, we see that the rates are triple the norm in primary school, and double for the other cycles ' (2008: 423).…”

Learning Portuguese as a Second Language

“…On the other hand, it has had some followers in terms of research since the eighties (Irujo, 1986), who focused on the influence of L1-L2 similarity, up to the most recent studies (Laufer, 2000;Liao & Fukuya, 2004;Littlemore Chen, Koester et al, 2011), when compared with the intervention of other variables such as nationality or country of origin as an explanation of the meaning of metaphors and immigrant students' difficulty in understanding them (Boers & Demecheleer, 2001;Boers, Demecheleer, & Eyckmans, 2004). Similar results on the effect of nationality in language and/or academic tests (but rarely including understanding of nonliteral language) can be found in studies with American samples, such as the works by De Feyter and Winsler (2009), Dronkers and Levels (2007) and Suarez-Orozco, Pimentel and Martin (2009), and in studies with samples of European immigrants students, such the works of Gang and Zimmerman (2000), Levels, Dronkers and Kraaykamp (2008), and Mchitarjan and Reisenzein, (2014), including in studies with Portuguese emigrant samples (Campos & Ribeiro, 2016;Garcia, Akiba, Palacios et al, 2002;Hortas, 2008). Similar results on the effect of nationality in language and/or academic tests (but rarely including understanding of nonliteral language) can be found in studies with American samples, such as the works by De Feyter and Winsler (2009), Dronkers and Levels (2007) and Suarez-Orozco, Pimentel and Martin (2009), and in studies with samples of European immigrants students, such the works of Gang and Zimmerman (2000), Levels, Dronkers and Kraaykamp (2008), and Mchitarjan and Reisenzein, (2014), including in studies with Portuguese emigrant samples (Campos & Ribeiro, 2016;Garcia, Akiba, Palacios et al, 2002;Hortas, 2008).…”

Pequenas vidas migrantes: a educação como fator de integração

“…No caso da bibliografia focada em integração de crianças migrantes em ambientes educacionais, a maioria dos trabalhos, como exemplo Hortas (2008) e Norões 2018, pauta-se em reflexões iniciadas em casos concretos e centram-se em análises de países ou municipalidades específicos, tanto em termos de nacionalidade dos imigrantes, como de um destino. Há alguns trabalhos comparativos entre grupos migrantes desde um ponto de vista mais institucional (OLIVEIRA, 2020), mas, sem dúvida, há o predomínio de descrições e reflexões sobre casos práticos, principalmente a partir de boas ou más práticas.…”