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EDINA, Education of International Newly Arrived Migrant pupils

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Published/Copyright: February 6, 2019
European Journal of Applied Linguistics
From the journal European Journal of Applied Linguistics Volume 7 Issue 1

Abstract

The goals of the project were (1) to reduce disparities proposing adequate strategies and activities to help teachers, schools and municipalities to support newly arrived migrant pupils, (2) to increase the efficiency of investment in the education of this group and, and (3) to strengthen training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally. An interdisciplinary and international team developed a curriculum to be used by teachers, schools, municipalities and policy makers for pre- and in-service teacher education. The curriculum is available online at https://edinaplatform.eu

Résumé

Les objectifs du projet étaient (1) de réduire les disparités en proposant des stratégies et des activités adéquates pour aider les enseignants, les écoles et les municipalités à soutenir les élèves migrants nouvellement arrivés; (2) d’accroître l’efficacité de l’investissement dans l’éducation de ce groupe; (3) de renforcer les parcours de formation du personnel scolaire en encourageant la collaboration entre les écoles, les municipalités et les chercheurs aux niveaux nationaux et internationaux. Une équipe interdisciplinaire et internationale a mis au point un programme destiné aux enseignants, aux écoles, aux municipalités et aux décideurs pour la formation initiale et continue des enseignants. Le programme est disponible en ligne à l’adresse https://edinaplatform.eu

Note

Project: 2015-1-NL01-KA201-0088Co-funded by the ERASMUS + programme of the European Union

Publications

Dervin, F., Simpson, A. Matikainen, A. (2016). Country report: Finland. EDINA: https://edinaplatform.eu/Search in Google Scholar

Herzog-Punzenberger, B., Le Pichon-Vorstman, E., & Siarova, H. (2017). Multilingual education in the light of diversity: Lessons learned. NESET II report, Luxembourg: Publications Office of the European Union, 2017. doi: 10.2766/71255. Search in Google Scholar

Le Pichon-Vorstman, E.; Cole, D.; Baauw, S.; Steffens, M.; van den Brink, M.; Dekker, S. (in press). Transcultural itineraries and new literacies: how migration memories could reshape school systems, In. Passerini, Proglio and Trakilović, The Mobility of Memory across European Borders. Migrations and Diasporas in Europe and Beyond. 10.2307/j.ctv287sjqr.10Search in Google Scholar

Le Pichon-Vorstman, E., Baauw, S., Van Erning, R. (2016). Country report: The Netherlands. EDINA: https://edinaplatform.eu/Search in Google Scholar

Le Pichon-Vorstman, E. & Baauw, S. (2018). Meertaligheid als sleutel tot inclusief onderwijs voor pas aangekomen migrantenkinderen [Multilingualism as key for inclusive education for newly arrived migrant pupils], In Argidad and Kambel, Meertaligheid in het onderwijs [Multilingualism in education]. Boom, Amsterdam. Search in Google Scholar

Le Pichon-Vorstman, E. (2018). Migrations et médiations des langues et des hommes: quel rôle pour la didactique des langues? Recherches en didactique des langues et des cultures – Les cahiers de l’Acedle, 15, (2), 1–12. https://journals.openedition.org/rdlc/2962Search in Google Scholar

Pulinx, R. (2016). Country report: Flanders. EDINA: https://edinaplatform.eu/Search in Google Scholar

Published Online: 2019-02-06
Published in Print: 2019-02-28

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Frontmatter
  3. Promoting learning and unlearning through textual enhancement in a closely related L1-L2 relationship
  4. “The goal is to enable students to communicate”: Communicative competence and target varieties in TEFL practices in Sweden and Germany
  5. Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany
  6. Balance and dominance in the vocabulary of German-Turkish primary schoolchildren
  7. Research Report
  8. EDINA, Education of International Newly Arrived Migrant pupils
https://doi.org/10.1515/eujal-2018-0021

Articles in the same Issue

  1. Frontmatter
  2. Frontmatter
  3. Promoting learning and unlearning through textual enhancement in a closely related L1-L2 relationship
  4. “The goal is to enable students to communicate”: Communicative competence and target varieties in TEFL practices in Sweden and Germany
  5. Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany
  6. Balance and dominance in the vocabulary of German-Turkish primary schoolchildren
  7. Research Report
  8. EDINA, Education of International Newly Arrived Migrant pupils
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