Integrating Immigrant Children into Schools in Europe

Integrating Immigrant Children into Schools in EuropeIntercultural Education as a General ApproachIntercultural education involves an approach to teaching that is conducive to interaction betweencultures whose origins differ widely. It is intended for the benefit of all pupils and points up the role ofschools in developing values of respect and tolerance vis-à-vis cultural diversity (Chapter 6). At present,the majority of European education systems take account of this dimension, which is concerned as muchwith the content as with the methodology of teaching. In general, national curricula develop interculturalprovision on a ‘horizontal’ basis (i.e. across the entire curriculum in each case), or establish specific areasof school subject content that are liable to encompass intercultural issues. Quite often, curricula inEuropean countries combine both approaches.Certain countries broaden the intercultural approach by regarding it as an integral aspect of how thewhole school community should function, over and above just ways in which the approach can betaught. As a result, extracurricular activities in some countries are organised on the basis of dialogue andinteraction between the different cultures represented in their schools. Where this novel open outlook ispresent, integrating pupils of immigrant origin may be experienced more positively and naturally byeveryone, whether members of the immigrant or indigenous community.Teacher Education and the Development of New SkillsThe challenges posed by immigration, and the expansion of the intercultural approach in the educationof all pupils inevitably mean that teachers in Europe will have to mobilise new skills.As the survey emphasises, there is a demand for teachers and other professionals in the following threeareas of action:support for immigrant pupils in school-based measures for their benefit, especially as regardsteaching the language of instruction (Chapter 4); teaching the mother tongue and culture of origin to immigrant pupils (Chapter 5); developing the intercultural approach for the benefit of all pupils (Chapter 6).Teachers do not always have the necessary skills to perform the tasks required in these three areas.Organised provision for teacher education and, above all, for the continuous professional development ofteachers is gradually starting to include in its curricula topics associated with multiculturalism in schoolsand society. Certain countries tend to concentrate on integrating immigrant children by offering thosewho teach them training modules or specialised instruction that often focus on teaching the language ofinstruction as a second language.As far as teaching immigrant children their mother tongue or aspects of their culture of origin isconcerned, provision of appropriate teacher training is far more limited. Furthermore, professionalteachers for these tasks are often recruited under bilateral agreements between the host and homecountries. The teachers are thus not trained in the former but in the native country of the immigrantpupils concerned. Quality control of their training is more difficult, necessitating closer cooperationbetween EU Member States and third countries in the recognition of qualifications.Finally, a few European countries are taking fresh action to support teachers, who now work with pupilsin increasingly multicultural and mixed language groups. For example, some countries are funding thedevelopment of teaching materials geared to the intercultural approach, or provide schools that so wishwith specialist services in this area.70