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Title:

Dillon, S (2013) The Impact of Migrant Children in Glasgow Schools

Summary:

Dillon (2013) examines educational attainment within two publicly funded Glasgow secondary schools with contrasting experience of migrant pupils. The research focused on migrant children who do not have English as their first language and compared them to locally born children with English as their first language. The study also includes accounts from teaching staff located across the city with experience of teaching classes comprised of migrant and native children. Overall, analysis of both schools showed that while it cannot be said that migrants had improved attainment, there is also no evidence of migrants having impacted negatively on either school’s overall attainment figures. Moreover, migrant children were found to enhance classroom discussion providing a different worldview for their peers and some mainstream teachers. This suggests that their presence has a positive impact. The research was conducted as part of a collaborative master’s project at the University of Glasgow involving COSLA Strategic Migration Partnership and Glasgow City Council’s English as an Additional Language (EAL) Service in association with Glasgow Refugee, Asylum and Migration Network (GRAMNet). See also Foley (2013) for a look at EAL policy and practice.

Bibliographic reference:

Dillon, S. (2013) The Impact of Migrant Children in Glasgow Schools. Available from http://migrationscotland.org.uk/our-research/…

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Free

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