Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand

Autor/in	Smythe, Fiona
Titel	Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand
Quelle	In: New Zealand Journal of Educational Studies, 55 (2020) 1, S.215-246 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-020-00164-2
Schlagwörter	Immigrants; Cross Cultural Studies; Immigration; Multilingualism; Second Language Learning; Language Planning; French; English (Second Language); Foreign Countries; Inclusion; Educational Change; Student Diversity; Language of Instruction; Teaching Methods; Outcomes of Education; Learning Processes; Comparative Education; New Zealand; France + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Cultural comparison; Kulturvergleich; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Sprachwechsel; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Inklusion; Bildungsreform; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Learning process; Lernprozess; Vergleichende Erziehungswissenschaft; Neuseeland; Frankreich
Abstract	Since 2016, educational environments all over the world are being precipitated towards change and adaptation, in response to mass global immigration and increasing numbers of newly-arrived plurilingual children in schools. France and New Zealand provide two examples of populations that are highly linguistically diverse, yet take differing approaches to the inclusion of immigrant languages in the educational environment. This article compares the effects of language policies in a francophone/anglophone context on the inclusion of plurilingual immigrant children in schools, on three tiers: the language of schooling (French/English), second language options in schools, and the treatment of immigrant languages. Two main questions are explored: (1) How inclusive are language education policies in France and New Zealand? (2) How are educational environments responding to greater numbers of newly-arrived plurilingual students in schools, as well as the demand for language inclusiveness from established immigrant communities? A number of similarities emerge (school systems essentially dominated by monolingualism in the language of schooling), as well as differences (visible trends towards language inclusiveness in policy and practice in 2020). Findings support the argument that plurilingual approaches to teaching and learning improve educational outcomes for immigrant students, and therefore that educational environments that cultivate "language inclusiveness", particularly during the newly-arrived phase, are better equipped to support learning for immigrant students in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01