Including migrant worker children in the learning and social context of the rural primary school

Hamilton, Paula (2011) Including migrant worker children in the learning and social context of the rural primary school.

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Abstract

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This article arises out of a three year qualitative study (2008-2010) which focused on identifying the experiences of stake-holders (children and parents of Eastern European heritage and their teachers) where migrant children enter primary schools which have previously had limited exposure to cultural and linguistic diversity. Although many migrant children settle successfully and progress within the UK education system, much can be done in terms of educational policy and practice to ensure that these learners are appropriately supported. This paper examines some of the factors impacting upon migrant children’s learning and well-being, and offers guidance to practitioners as how to develop inclusive and individualized learning and social contexts for these learners.

Item Type: Article
Additional Information: Metadata is only available from this website. Link to this article, and gain the full text via the Taylor and Francis Online website here http://dx.doi.org/10.1080/03004279.2011.569737.
Keywords: migrant children, EAL learners, inclusive learning and social contexts, education
Divisions: Social and Life Sciences
Depositing User: ULCC Admin
Date Deposited: 05 Oct 2011 09:14
Last Modified: 19 Dec 2017 11:53
URI: http://glyndwr.repository.guildhe.ac.uk/id/eprint/315

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