Integrating Immigrant Children into Schools in Europe

ANNEXE 2 (CHAPTER 4)Figure 2.1: Types of support for immigrant children.Pre-primary and full-time compulsory education, 2003/04Language-learning support measuresIntensive teaching of the language of instruction and/orbilingual tuition (the mother tongue and language of instruction)Educational support measuresAdditional support for learning and/oradaptation of assessmentSmaller class sizes /special normsgoverning the composition of classesBE frIntensive teaching of the language of instruction (in secondary education, thefrequency of intensive tuition in French cannot be less than 15 class periods of 50minutes a week; there is no set frequency for pre-primary or primary education, but aso-called ‘adapted’ or flexible timetable.Under the policy for positive discrimination applicable to all pupils (preprimary,primary and secondary), special operational and supervisoryresources are allocated for their benefit so that pupils fromdisadvantaged backgrounds, including immigrants, have the samechances of doing well at school and in terms of their social development.BE deIn the integrated model, a second teacher supervises one or more pupils for a few hoursor – as happens most frequently – withdraws them from the class primarily to teachthem German (the language of instruction).The separate model involves intensive tuition in the language of instruction and, after afew weeks or months (but no longer than a year) depending on the progress achieved,pupils are integrated within mainstream classes for a gradually increased number ofhours.In the integrated model, compensatory classes may be provided inother subjects (6-7 hours of tuition a week on average).81BE nlPrimary education: a maximum of 12 periods of teaching a week for one school year (ifnecessary, pupils are integrated within mainstream activities for the remainder ofschool time).Secondary education: a minimum 28 periods of teaching a week for one school year –pupils spend a maximum of 4 periods integrated within mainstream school activities.Under the equal educational opportunities policyCZSchools are not obliged to provide Czech-language lessons for the children of nonasylumseekers in mainstream classes, but this occurs in practice. The school is obligedto provide Czech- language tuition either within the school in compensatory classes, orin centres for asylum seekers.In preparatory classes (in the basic or nursery school) to furtherthe children’s development and help them catch up with otherchildrenIf migrant children integrated within mainstream classes are notsufficiently proficient in Czech to continue their studies, they arenot assessed under the ‘language’ subject heading during theirfirst year at school.Mainstream classes with three or morechildren who are asylum seekers may nothave more than 25 pupils.‘Preparatory classes’: a minimum of 10 and amaximum of 15 pupils from disadvantagedsocial backgrounds (including asylum seekers).‘Compensatory classes’ are established for12 pupils or over who are asylum seekers.Annexes