Migration


Migration

Six ways to build a supportive, language-rich EAL community

28 August 2017 (TES)

Supporting EAL students is personal to this assistant headteacher. Here she gives her six tips to ensure these students – and their families – get the right assistance.

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Pupils who learn in second language ‘catch up on listening skills within a year'

7 August 2017 (TES)

Seven- and eight-year-olds from immigrant families make faster progress than their native-speaking peers, research shows.

Primary pupils who learn in a language other than the one they speak at home start out with poorer listening and reading skills, but “catch up” with native-speaking peers within one school year, researchers have found.

In a paper in the British Educational Research Journal, researchers from Ghent University in Belgium also looked at how pupils' listening and reading comprehension was affected by the proportion of their classmates who spoke a different language at home.

They found that classes with a greater proportion of non-native-speaking students achieved lower than average results at the start of the year, but by the end of the year this link had "disappeared".

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Refugee Exhibition

26 January 2017 (University of Edinburgh)

Let your senior phase students see a meaningful context in which German is spoken and meet the students who ran the integration project working with refugees in Germany.

The principal aim of the exhibition is to raise awareness, hopefully inspire similar projects and increase learner motivation for those who often don´t see the relevance of learning a language.

The photo exhibition will be open from March until the end of May. Interested schools can arrange to either:
  1. come and see the exhibition at the University of Edinburgh and meet some of the students involved
  2. see the exhibition and have some workshops about the refugee crisis
  3. request photos of the exhibition, the power point presentation and the film clip for those who are too remote to come to Edinburgh

Please email Annette Gotzkes in the first instance to discuss your preferred option.

Further information about the project can also be found on the University of Edinburgh website.

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How to…support new EAL learners

17 June 2016 (TESS)

Teachers are dealing with increasing numbers of new arrivals to the UK, so here's a guide to ensure every learner with English as an additional language can succeed.

Read the full article in TESS online, 17 June 2016, page 32-33 (subscription required).

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Police Scotland mobilises first Polish officers

24 May 2016 (The Herald)

Two Polish police officers have joined Scotland's national force in a pioneering move to tackle criminality in the country's biggest migrant community.

The men have been seconded for six months as a pilot scheme that may be expanded in the future as EU law enforcement agencies tighten co-operation.

Senior officers at Police Scotland say the two officers have already helped on crucial inquiries involving Poles as perpetrators, victims or witnesses of crimes.

Chief Superintendent Paul Main said: "They are here to advise us and to help us on criminal and other inquiries. "They don't have the power to arrest anybody or question anybody so they are always with Scottish officers.

"But they can assist us with understanding cultural and linguistic issues and connecting with law enforcement in Poland to deal with everything from organised crime to domestic abuse."

[..] However, Poles would also like to see Scottish police raise their knowledge of migrant communities, including learning the language.

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Language issues in migration and integration: perspectives from teachers and learners

22 July 2014 (British Council)

This new book from ESOL Nexus is about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policymakers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration. Through them we hear directly from learners, migrants who have arrived in a new country and are now striving to master the host language. We learn much from them about the place of language and language learning in their new lives.

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Case Study: ‘Take Care’ – A Health Care Language Guide for Migrants in 17 Languages

6 August 2013 (Language Rich Europe)

According to the Language Rich Europe research, the top provision of multilingual services is, perhaps unsurprisingly, in the tourist sector, with the most widely offered language being English. However, to what extent do cities look at the needs of their inhabitants before deciding which languages to offer and in which services? One of these needs is highlighted by the Language Rich Europe case study on the European Commission-funded project ‘Take Care,’ which seeks to:
[make] health care more accessible and effective for migrants who do not speak the language and are not familiar with the culture nor with the health care system in the host country.

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