Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
Dillon, S (2013) The Impact of Migrant Children in Glasgow Schools 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. Read More Visit site Free Glasgow City Independent research
Foley et al. (2013) Examining EAL policy and practice in mainstream schools Access to the curriculum for ‘English as an Additional Language’ (EAL) learners is guaranteed under legislation. The legislation obligates schools and local authorities to meet the needs of their EAL pupils, yet this study by Foley et al. (2013) suggests that some providers are falling short. The evidence base presented draws primarily on accounts of trainee teachers who shed light on EAL policy and practice as they experience it during their teaching placements. The study shines an important spotlight on the potential gap between policy and implementation. The authors reflect on both why such gaps in provision have arisen and, how to improve outcomes. Although the study spans a total of eight local authority areas, both the areas and individual schools (including five independent schools) remain anonymous within the study. See also Dillon (2013). Read More Visit site £ Scotland Journal article
McMillan (2008) Changing identities: Intercultural dimensions in Scottish educational contexts McMillan (2008) highlights the potential problem face by some bilingual ethnic minority learners upon commencing higher education. Challenges originate from learners’ level of English acquisition during their prior education. The author finds that for some students, the consequences of their past experience of English language learning impacts negatively on their ability to acquire academic literacies at university level. This, in turn, may explain a tendency to superficial approaches to learning. The study found that academic writing and reading comprehension was self identified by students as an area of weakness, while on the other hand, respondents were more able to express their knowledge and understanding orally. The study suggests that failure to fully meet and support these learners’ needs throughout their education may negatively impact their ability to fulfil their academic potential. The study therefore carries implications for both mainstream and university practice. Read More Visit site £ Scotland Academic journal
Papageorgiou (2006) Learning beyond words. The impact of second language adult education on migrants' social involvement: A comparison between Scotland and Greece This study by Papageorgiou (2006) incorporates an interesting examination of adult education for migrants in Athens within a comparative framework alongside the example of Glasgow, with both cities having experienced similar demographic change. With the inclusion of opinions from both learners and tutors, the work focuses on how second language classes can be a catalyst for migrants social engagement. Furthermore, the study also explores how the educational experience of migrant learners is impacted on by both socio-political factors and educational practices. The author demonstrates that the level of social participation of second language migrant learners is in the main attributable to tutors use of informal teaching methodology and a broadening of the curriculum with inclusion of extra-curricular activities, in addition to uncovering how tutors perceive their role and the practices they employ are firmly influenced by established educational cultures. Read More Visit site Free Glasgow City Doctoral thesis
Smyth (2000) I feel this challenge and I don't have the background: Teaching bilingual pupils in Scottish primary schools This study by Smyth (2000) provides an insight into the practice of teaching bilingual children in Scottish primary schools. The research was undertaken prior to the increase in demand for English language learning which followed EU Accession. The first languages spoken by the children in the schools included in this study were Cantonese, Punjabi and Urdu. The study includes interviews with teachers which afford a fascinating insight into their thoughts and experiences. The research found that although those interviewed did not have a set of best practice tools to use when teaching their bilingual pupils, the teachers nonetheless demonstrated a clear appreciation of the central importance of the children’s home language and associated cultural and linguistic connections. This study highlights that educating bilingual children in Scottish primary schools is far more complex than the overarching label of ‘bilingual education’ might suggest. The research demonstrates that adherence to a dominant monolingual model of teaching creates and maintains structural discrimination in the classroom. Also see Foley (2013) for a review of English as an Additional Language (EAL) policy and practice. Read More Visit site Free Scotland Academic research