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Tytuł:
Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich
Autorzy:
Engels-Kritidis, Rozalina
Powiązania:
https://bibliotekanauki.pl/articles/507041.pdf
Data publikacji:
2013
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
language support
migrant children
Munich
SISMIK
Opis:
This paper presents some policies and practices in the field of language support for children from migrant backgrounds in early-years settings in Bavaria (Germany), with a special focus on the situation in the city of Munich. The paper describes the content and the application of SISMIK screening tool used for assessing migrant children’s level of German language prior to school entry, as well as the important role of the Intercultural Education and Language Section (part of the Department of Education and Sport of the City of Munich) in supporting children from families from migrant backgrounds.
Źródło:
Journal of Preschool and Elementary School Education; 2013, 3; 13-30
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
(In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers
Autorzy:
Ślusarczyk, Magdalena
Slany, Krystyna
Struzik, Justyna
Warat, Marta
Powiązania:
https://bibliotekanauki.pl/articles/2187220.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
migrant children
educational system
agency
teachers
Opis:
Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.
Źródło:
Edukacja Międzykulturowa; 2022, 19, 4; 127-138
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The challenges of undocumented migrant childhood
Autorzy:
Albański, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/645032.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
migrant children
incorporation
education
unauthorized status
Opis:
This article examines the concept of undocumented childhood. Undocumented children have to navigate between protected (as minors) and unprotected (as young adults) contexts. Therefore, they live not only in a relatively difficult situation as children staying in another country, but also face other risks due to their uncertain futures. Their situation calls for a re-examination of the frame that has been triggered to incorporate them. In particular, one may ask: what does it mean to provide children with rights and protections that ultimately expire. Thus, the article aims to bring the discussion about children as a minority groupback. It helps to assure that migrant children will be considered as children first, and not as foreigners.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2018, 13, 1
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Norwegian Schooling in the Eyes of Polish Parents: From Contestations to Embracing the System
Autorzy:
Ślusarczyk, Magdalena
Pustułka, Paula
Powiązania:
https://bibliotekanauki.pl/articles/498635.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
migrant children
migrant studentsschool system
Polish families in Norway
Opis:
The issue of the educational system remains one of the crucial areas for the discussions pertaining to migrants’ integration and contemporary multicultural societies. Ever since the inception of compulsory schooling, children and youth have partaken in largely state-governed socialisation in schools, which provide not only knowledge and qualifications, but are also responsible for transferring the culture and values of a given society. Under this premise, the schooling system largely determines opportunities available to migrant children. This paper seeks to address the questions about the pathways to youth Polish migrant integration, belonging and achievement (or a lack thereof) visible in the context of the Norwegian school system. The paper draws on 30 interviews conducted in 2014 with Polish parents raising children abroad, and concentrates on the features of Norwegian school as seen through the eyes of Polish parents. Our findings show that the educational contexts of both sending and receiving societies are of paramount importance for the understanding of family and parenting practices related to children’s schooling. In addition, we showcase the significance of Norwegian schools for children’s integration, illuminate the tensions in parental narratives and put the debates in the context of a more detailed analysis of the relations between school and home environments of migrant children. The paper relies on parental narratives in an attempt to trace and reflect the broader meanings of children’s education among Poles living abroad.
Źródło:
Central and Eastern European Migration Review; 2016, 5, 1; 49-69
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polish Migrant Children’s Transcultural Lives and Transnational Language Use
Autorzy:
Moskal, Marta
Sime, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/498547.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
migrant children
language
identity
belonging
transcultural perspective
Opis:
This paper addresses the issue of language and belonging in the transnational context of migration. It draws on two research projects with first-generation children of Polish labour migrants in Scotland. The paper examines the role that language plays in fostering multiple ways of being and belonging, and in understanding how children make sense of their identity. It suggests that language should take a more central place in debates about cultural connectivity and transnational migration. Findings point to the need for a more holistic approach to supporting migrant children, including the explicit recognition of family cultural and language capital in the host society.
Źródło:
Central and Eastern European Migration Review; 2016, 5, 1; 35-48
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PUBLIC OR INTERNATIONAL? MIGRATING STUDENTS IN TWO TYPES OF SCHOOLS OF POZNAŃ
Autorzy:
Czerniejewska, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/580037.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
MIGRANT CHILDREN
EDUCATION
PUBLIC AND PRIVATE SCHOOLS
POLAND
Opis:
This article concerns distinct contexts of schooling for migrant children who are enrolled in private and public educational institutions in Poznań, Poland. In my study, I recognized that although the schools have different methodologies and languages of instruction, teachers expect the same obvious and predictable patterns of migration – either the children will stay in a country permanently or the children will immigrate somewhere else. This factor – educator expectations – can have more consequences on migrant children’s experiences than the differences between type of school – public or private. The exploratory fieldwork was conducted twice, once in 2010 and once 2013, in the same schools with the same group of students and teachers. In the article, I tried to address some obvious and unobvious practices of schools concerning migrant children, such as the myth of the language barrier as a main obstacle to learning, the lack of basic knowledge about countries of origin, the ignorance of multiculturalism as well as the phenomenon of individual treatment in both types of schools. In the recommendations, I give suggestions on how to perceive a migrant child as a strong and influential personality and how schools could conform to liquid migrations.
Źródło:
Studia Migracyjne - Przegląd Polonijny; 2014, 40, 3(153); 243-258
2081-4488
2544-4972
Pojawia się w:
Studia Migracyjne - Przegląd Polonijny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integration, race and “doing good” – some critical reflections
Autorzy:
Hellesdatter Jacobsen, Gro
Powiązania:
https://bibliotekanauki.pl/articles/2187215.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
migrant children
integration
race and diversity
MiCREATE project
Opis:
This article discusses reflections on doing research with and about migrant children, focusing on addressing “race” and racialization processes as well as integrationist implications of “doing good” among both school professionals and researchers. The motivation is to contribute to a more nuanced understanding of how to research integration while also promoting a child-centred approach and taking children’s own understandings and opinions into account. Written at the threshold of the phase of analysing data from fieldwork with children, which is one of the main analytical tasks in the MiCREATE project, this article is a summary of some focus points and concepts that turned out to be of importance during the ongoing epistemic reflexivity process in the research project. Taking a point of departure in general methodological reflections on a structuralist-constructivist approach and on constant epistemic reflexivity, three approaches that could be useful in reflections and analyses are suggested: reflections on the concept of integration, on race and diversity, and on researcher positioning within a research project both while studying practices of “doing good” and aiming at “doing good” in itself as well.
Źródło:
Edukacja Międzykulturowa; 2022, 19, 4; 179-190
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej
The Teacher’s Personality and its Impact on Work with Migrant Children in the Primary School
Autorzy:
Pamuła-Behrens, Małgorzata
Hennel-Brzozowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/915782.pdf
Data publikacji:
2020-01-19
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
migrant children
migrant education
teacher personality
Big Five
Vietnamese migrants
Ukrainian migrants
Opis:
Research on the personality of primary school teachers and on their level of competence in teaching migrant children, including their own migration experience and their attitudes toward training for better education of foreign pupils, was conducted in 2016, using Big Five NEO-FFI and a questionnaire constructed by the authors (PPNUC). The subjects work in a big Polish city and their school is attended by Ukrainian and Vietnamese migrant children; half of the teachers (called NU) have the migrant children in their classes, the other half do not (NN). The results have shown, among others, that NU teachers have higher extraversion scores than NN and that younger teachers have a more positive attitude toward training programs for educating migrant children.
Źródło:
Studia Edukacyjne; 2017, 46; 169-191
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MULTIPLE DISCRIMINATIONS AGAINST AFGHAN GIRLS IN IRAN
Autorzy:
Tavakoli, Behnaz
Powiązania:
https://bibliotekanauki.pl/articles/579613.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
ADULTISM
AFGHAN GIRLS
CHILDREN’S RIGHTS
DISCRIMINATION
MIGRANT CHILDREN
RACISM
SEXISM
Opis:
In the last 3 decades, many Afghan children immigrated to Iran with their parents, relatives, or even born there. The vulnerable position of afghan children in Iran caused them to be deprived of their basic rights such as right to Identity, right to education, and several others. These discriminations will be multiple if there is a gender gap in the society they live in. In this regard, afghan girls are one of the most discriminated communities in Iran. They get discriminated on the ground of their status as a migrant, as a child, and also as a girl. This study aims to find out how such multiple discriminations including racism, sexism, and adultism have an influence on afghan girls’ lives in Iran from their own perspective and also to observe how far these girls are aware of the discriminations in their surroundings. For this aim, various qualitative methods have been applied. The result demonstrated that the interviewees were almost aware of the discriminatory attitudes against them but it seems that racism is the most visible discrimination form from their perspective.
Źródło:
Studia Migracyjne - Przegląd Polonijny; 2014, 40, 3(153); 321-338
2081-4488
2544-4972
Pojawia się w:
Studia Migracyjne - Przegląd Polonijny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Study of the Socio-psychological and Cultural Adaptation of Migrant Children: Analysis of an Account in a Social Network
Autorzy:
Valeeva, Roza
Zakirova, Venera
Kayumova, Leysan
Powiązania:
https://bibliotekanauki.pl/articles/1968287.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
migrant children
migrants’ adaptation
social networks
recruitment
social activity
Opis:
Child migrants are one of the risk factors of the modern education system in Russia. In addition to the potential problems associated with the cultural differences between the indigenous population and migrants, there is also the problem of “closed” migrants. Often migrants and their families, including secondand third-generation migrants, form isolated communities within which the adaptation and socialization of new migrants and the generation of youth takes place. On the one hand, these groups play the role of “softadaptation”, when migrants and their children are offered the tested models of behavior in the new conditions of life. On the other hand, not all the models proposed by the group can be acceptable by the traditions of the indigenous population, and sometimes they are opposed to the culture and traditions of the host country. Moreover, the views accepted in the group can cause morbid socialization of migrants. Under these conditions, the school has a task of preventing the negative impact of the isolated national groups on the younger generation. The purpose of the study is to analyze the account of migrant children in social networks in order to identify signs of socio-psychological and cultural adaptation, to determine the influence of national groups and communities in social networks on the formation of a person’s personality. The paper covers the reactions of children to publications on the topic of interethnic communication. It also includes recommendations to teachers on the definition of exposure to the influence of groups and communities in the social networks of migrant children.
Źródło:
Kultura i Edukacja; 2019, 2(124); 127-140
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Invisible Children: Children from a Migration Background in Polish Dormitories
Autorzy:
Kościółek, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/2058220.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
migrant children
dormitories
boarding schools
child-centrism
integration
Polish educational system
Opis:
The situation of children from a migration background in Polish dormitories and boarding schools is analysed herein. It is an emerging issue, practically absent in child studies in Poland. The author refers to research that is a part of MiCreate (Migrant Children and Communities in Transforming Europe) and demonstrates that despite the growing presence of migrant children in dormitories, they are invisible within the education system. The legal gaps in regulations applying to these children as residents of dormitories are explored herein, and integrative measures are analysed to find the possible causes of their ineffectiveness. The research was conducted in a dormitory in the city of Kraków. It included interviews with the institution’s staff, participatory observations and autobiographical narrative interviews with students. This article may inspire further large-scale research into the problems of migrant children being present and living in such dormitories.
Źródło:
Kultura i Edukacja; 2022, 2(136); 202-214
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Дети-мигранты: современные акценты научных исследований в России
Migrant children: current research highlights in Russia
Autorzy:
Simaeva, Irina
Powiązania:
https://bibliotekanauki.pl/articles/1388281.pdf
Data publikacji:
2016-09-29
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
migrant children
learning a second language
emotional intelligence of migrant children
social adaptation
subjective psychological well-being
identity
the psychological mechanism of the prevention of terrorism.
Opis:
The article provides an analysis of trends and approaches to researching foreign language learning problems, social and psychological adaptation, and the integration of migrant children in the multiethnic educational institutions of Russia. Showing new actual directions of scientific research: methodology of elementary education in foreign language of middle-school and older migrant children, learning, emotional expression of migrant children and development of their emotional intelligence. It indicates other necessary areas of international research and development in migrant children, a stable identification with the host country, and support for the psychological feeling of security to counter involvement in terrorism.
Źródło:
Problemy Wczesnej Edukacji; 2016, 35, 4; 7-13
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polszczyzna jako język drugi w szkole. Wymagania leksykalne komunikacyjnej i edukacyjnej odmiany języka
Polish as a language of schooling. Lexical demands of communicative and educational language variety
Autorzy:
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/16465215.pdf
Data publikacji:
2022-04-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Polish as a language of school education
lexical demands of the language of schooling
migrant children
polszczyzna jako język szkolnej edukacji
wymagania leksykalne języka szkolnej edukacji
dzieci z doświadczeniem migracji
Opis:
In the recent years the number of migrant children in Polish schools has grown considerably. Many of them barely speak our language, most of them do not know it at all. Thanks to the state language support program most of the pupils within a year or two learn how to communicate in Polish. This ability however is often of little help during subject lessons due to immense differences between communicative and an academic language variety. The text presents the results of a preliminary study undertaken to prove that academic lexis makes on migrant children tremendous demands and to show that due to its specificity and quantity its teaching has to be both, explicit and well-organized. To achieve the research goal of the lexical material was excerpted from one of the history textbooks for primary school fourth graders and then subjected to detailed analysis which aimed at its structured organization. The paper ends with pedagogical implications: it presents some strategies for developing lexical competence of migrant pupils which can help them to meet the challenge and learn subject vocabulary more effectively.
Źródło:
Neofilolog; 2022, 58/1; 99-118
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The whole child approach in the context of joint activities with children from a migration background
Autorzy:
Kościółek, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/1876388.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
whole child approach
children-centered approach
education of children from a migrant background
migration
intercultural education
Opis:
The article presents contemporary views on a new approach to children studies in social sciences and humanities, and particularly the “whole child approach” paradigm. The basic features of this approach are discussed in the context of integrating children from a migration background and their social functioning within the structure of education. A brief discussion on the necessary structural changes in social life and its adjustment to the needs of children is provided. The whole child approach is promoted as a key element of social cohesion strategies.
Źródło:
Edukacja Międzykulturowa; 2021, 14, 1; 207-215
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sytuacja (edukacyjna) dzieci z doświadczeniem migracyjnym w czasie kryzysu związanego z pandemią COVID-19
Autorzy:
Dąbrowa, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1932732.pdf
Data publikacji:
2020-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
dzieci  z  kontekstem  migracyjnym
dzieciństwo  w  czasie  pandemii COVID19
edukacja  dzieci  z  doświadczeniem migracyjnym
dzieciństwo w kryzysie
wpływ pandemii COVID19
sytuacja dzieci-migrantów
children  with  migration  background
childhood  during  pandemic COVID19
situation  of  migrant  children
childhood in crisis
impact of COVID19
education of children with migration background
Opis:
The pandemic has significantly changed the social and economic situation in the world in recent months. Its effects affect people from disadvantaged groups and from groups with risk of disadvantage at the most. Migrants residing in different parts of the world for economic reason, were deprived of job opportunity, but also to return to their home country. People fleeing persecution and war cannot benefit from international protection, because of suspension of international programmes and reduction of state involvement in providing aid. The situation of the families has a direct impact on the situation of the children. The issue is important, but also poorly described in Polish scientific literature. The article is an attempt to identify the basic problems they are confronted migrant children not only in Poland, but also in other countries. The analysis were determined by the question: What is the impact of the crisis caused COVID-19 on the situation of migrant children? The answer was formulated in relation to current international studies and it has preliminary nature. It requires further analysis, especially focused on empirical research.
Rozwój pandemii w ostatnich miesiącach znacząco zmienił sytuację społeczną i ekonomiczną na świecie. Skutki jej dotykają w największym stopniu osoby z grup defaworyzowanych i zagrożonych defaworyzacją, wśród których znajdują się również migranci. Migranci przebywający w różnych częściach świata w celach zarobkowych zostali pozbawieni możliwości podejmowania pracy, ale też powrotu do kraju pochodzenia. Osoby uciekające przed prześladowaniami i wojną nie mogą w pełni skorzystać z ochrony wskutek zawieszenia programów międzynarodowych oraz ograniczenia zaangażowania państw w udzielanie pomocy. Sytuacja rodzin bezpośrednio rzutuje na położenie dzieci. Problem jest ważki, a zarazem słabo opisany w opracowaniach polskojęzycznych. Tekst jest próbą wskazania podstawowych problemów, z jakimi są konfrontowane dzieci z doświadczeniem migracji w Polsce oraz w innych krajach czy regionach świata. Kierunek analiz został wyznaczony przez pytanie: Jaka istnieje korelacja między stanem kryzysu spowodowanym COVID-19 a sytuacją dzieci-migrantów? Należy bowiem przyjąć, że kryzys negatywnie wpływa na sytuację jednostki i grupy społecznej. Próba sformułowania odpowiedzi została podjęta w odniesieniu do aktualnych opracowań międzynarodowych i ma charakter wstępny. Wymaga dalszych analiz, szczególnie w odniesieniu do badań empirycznych.
Źródło:
Kultura i Edukacja; 2020, 3(129); 59-75
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
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