Integrating Immigrant Children into Schools in Europe

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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
82DKDEEELanguage-learning support measuresIntensive teaching of the language of instruction and/orbilingual tuition (the mother tongue and language of instruction)Generally, there are a certain number of sessions each week. However, this isdetermined at municipal level.Preparatory classes: 10-12 45-minute periods a week.Mainstream classes: 6-8 45-minute periods a week.The immersion methodology is used in compulsory education. Immersion classesadopt the integrated approach to subject learning; these classes have at least fourlessons a week devoted to Estonian.Bilingual education for long-term immigrants (in some languages).Educational support measuresAdditional support for learning and/oradaptation of assessmentThe examination of the compulsory foreign language may be replacedby the native language.EL In reception classes, 14 hours a week of intensive tuition in Greek is provided. Additional support classes are provided either for students who havenot attended reception classes at all, or for those who, even afterdoing so, still have linguistic weaknesses.These classes may be offered for up to 10 hours a week.The School Teachers’ Association is responsible for selecting thesubjects to be taught, whereas decisions on the number of hours persubject, as well as the timetable and teaching materials are taken bythe School Advisor in cooperation with the Association.ESDifferent language-learning support programmes are provided in certain educationalestablishments in Spain. Their organisation and duration vary depending on theAutonomous Community concerned.Additional support to reinforce teaching of the basic subjects (likelanguage and mathematics)Smaller class sizes /special normsgoverning the composition of classesNo more than one-fifth of a class shouldconsist of immigrant pupils. Separate classesmay be formed where appropriate.Integrating Immigrant Children into Schools in EuropeFRIEITFirst of all oral French and then reading and writing (reception classes for pupils whohave not previously attended school).Two hours a week are recommended, although schools can allocate more or less timeaccording to individual pupil needs.Intensive language tuition is organised at school or regional school office level,depending on the degree to which a school is autonomous, so what happens in practicevaries widely. In all cases, however, pupils attend the lessons concerned within theregular school timetable.At least 15 pupils are required to form areception class for pupils who have notpreviously attended school.Grouping by language (no more than fiveimmigrant pupils in a given class).
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EURYDICEIntegrating Immigrant Child
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PREFACE‘How do education systems
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CHAPTER 1EUROPEAN POLICIES IN EDUCA
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Chapter 1 - European Policies in Ed
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Chapter 1 - European Policies in Ed
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Page 38 and 39: CHAPTER 4MEASURES FOR THE INTEGRATI
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Page 70 and 71: Conclusionslevel of provision best
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Page 92 and 93: TABLE OF FIGURESChapter 2: Demograp
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Page 96 and 97: ReferencesUniversity Research Insti
Page 98 and 99: ACKNOWLEDGEMENTSEURYDICE NETWORKA.
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Integrating Immigrant Children into Schools in Europe

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