Abstract
The increase in the number of newcomer students in countries across the world has underscored the importance of effective transition strategies in education. Many students encounter difficulties in acquiring academic knowledge due to initial limited language skills in the school language. Implementing appropriate strategies to facilitate this transition has shown positive outcomes. However, some obstacles remain to be addressed for newcomer students. In the Netherlands, standardized tests are utilised to monitor the academic progress of all students and determine the appropriate educational pathway. Our study, based on longitudinal assessment data from 51 newcomer elementary school students and 74 of their classmates, sheds light on how this system interacts with the transitions of newcomers. While newcomer students made greater progress compared to their peers, we found that their results were influenced by the application of test norms designed for younger age groups. The insights from this study provide valuable perspectives on educational pathways for newcomer students and prompt us to reconsider the implications of norm accommodation for these students. It highlights the needs to implement practices that enable newcomer students to effectively pursue their academic aspirations.
Résumé
L’augmentation du nombre des élèves primo-arrivants dans les pays du monde entier a révélé l’importance de la mise en place de stratégies de transition pédagogiques appropriées. Nombre de ces élèves rencontrent des difficultés dans leur apprentissage scolaire, en raison de leur connaissance initialement limitée de la langue de l’école. La mise en œuvre de stratégies appropriées pour faciliter cette transition a donné des résultats positifs. Toutefois, certains obstacles restent à surmonter. Aux Pays-Bas, des tests standardisés sont utilisés pour suivre les progrès scolaires de tous les élèves et déterminer le parcours éducatif approprié. Notre étude, basée sur les données d’évaluation longitudinale de 51 élèves primo-arrivants et de 74 de leurs camarades de classe, met en lumière la manière dont ce système interagit avec les transitions des primo-arrivants. Alors que les élèves primo-arrivants ont progressé davantage que leurs pairs, l’application de normes de test conçues pour des groupes d’âge plus jeunes a considérablement influencé leurs résultats. Les conclusions de cette étude apportent des éclairages importants sur les parcours éducatifs des élèves primo-arrivants et nous incitent à reconsidérer les implications de l’adaptation des normes pour ces élèves. Elle met en évidence la nécessité de mettre en œuvre des pratiques qui permettent aux étudiants primo-arrivants de poursuivre efficacement leurs aspirations académiques.
Samenvatting
De toename van het aantal nieuwkomers in landen over de hele wereld heeft het belang van effectieve overgangsstrategieën in het onderwijs onderstreept. Veel studenten ondervinden in het begin problemen bij het verwerven van academische kennis als gevolg van hun aanvankelijke beperkte taalvaardigheid in de schooltaal. Het implementeren van geschikte strategieën om deze overgang te vergemakkelijken heeft positieve resultaten laten zien. Sommige obstakels moeten echter nog worden aangepakt voor nieuwkomerstudenten. In Nederland worden gestandaardiseerde toetsen gebruikt om de academische vooruitgang van alle leerlingen te volgen en het juiste onderwijstraject te bepalen. Onze studie, gebaseerd op longitudinale toetsgegevens van 51 nieuwkomerleerlingen op de basisschool en 74 van hun klasgenoten, werpt licht op hoe dit systeem interageert met de transities van nieuwkomers. Hoewel nieuwkomersleerlingen meer vooruitgang boekten in vergelijking met hun leeftijdsgenoten, ontdekten we dat hun resultaten werden beïnvloed door de toepassing van testnormen die zijn ontworpen voor jongere leeftijdsgroepen. De inzichten uit dit onderzoek bieden waardevolle perspectieven op onderwijstrajecten voor nieuwkomers en nopen ons de implicaties van normaanpassing voor deze leerlingen te heroverwegen. Het benadrukt de noodzaak om praktijken te implementeren die nieuwkomerstudenten in staat stellen om hun academische aspiraties effectief na te streven.
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Artikel in diesem Heft
- Frontmatter
- Frontmatter
- Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents
- A lexical-cognitive approach to the consequences of the coronavirus crisis for the emotions and perceptions of the Spanish population aged 65 and over
- Family language policy in Swedish-English families: Rhizomatic conceptualisations
- A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions
- L2 Polish developmental sequences in an intercomprehension context
- Figurative language and ‘doing interculturality’ in a lingua franca
- School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation
- How I live [participate] now: Re-negotiating social belonging and linguistic participation in book-group discussions