2 research outputs found
Policy and Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain
To cite this article: Rosa M RodrĂguez-Izquierdo & Merike Darmody (2017): Policy and
Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain, British
Journal of Educational Studies, DOI: 10.1080/00071005.2017.1417973Over the last decades migration across Europe has continued to
increase. Consequently, the issue of offering appropriate educational support for
migrant students has been extensively debated across Europe and further afield,
especially in countries with a history of immigration. However, less is known about
how education systems in the ÂżnewÂż immigration countries have responded to the
needs of newly arrived migrants (NAMs). While various research and policy
documents have highlighted the importance of proficiency in the language of
instruction for social and academic outcomes of migrant children and youth: how
language support is provided varies significantly from one jurisdiction to another.
This article focuses on language support measures set up for migrant students in statefunded
schools in the Republic of Ireland and Spain Âż both multilingual countries
with more than one official language and with heterogeneous migrant population. In
both countries, there is also a mismatch between an increasingly diverse student
cohort and a homogenous teacher population.. Reviewing educational policy and
practice in these jurisdictions in the areas of language support for migrants and how
diversity is addressed in initial teacher education, the paper seeks to contribute to the
debate on how to address the needs of migrant students in multi-lingual settings.EducaciĂłn y PsicologĂa SocialPreprin