Integrating Immigrant Children into Schools in Europe

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Language-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 classesCYEstablishment of three levels of knowledge of Greek.A formula has been developed to calculate the number of (40 minutes) periods aweek of support teaching provided:up to five pupils of another mother tongue: 3 periods;between 6 and 10 pupils of another mother tongue: 6 periods;between 11 and 15 pupils of another mother tongue: 9 periods;between 16 and 20 pupils of another mother tongue: 12 periods.Use of bilingual teachers.Pupils only evaluated in language, history and mathematics.LV A bilingual approach is used in schools implementing minority educationalprogrammes.LT Two lessons a week in addition to mainstream curricular provision. Separate groups should consist of no morethan 15 immigrant pupils.83LU German and French (children aged under 10);German in reception classes (technical lower secondary education);French in integration classes (technical lower secondary education).HUMTNLNo support measures for immigrant children.No support measures for immigrant children.Reception classes: provision depends on the proficiency of individual pupils. Those whohave mastered Dutch to a sufficient level are taught in mainstream education.International transition classes: provision depends on the proficiency of individualpupils. Those who have mastered Dutch to a sufficient level are taught in mainstreameducation.Special language classes: pupils receive one full year of intensive Dutch-languagetraining.Additional allocations awarded to schoolswith pupils whose residential situation isirregular (for example, in order to reducethe size of classes).ATA maximum of 5 or 6 class periods a week for immigrant pupils who are subject tonormal assessment requirements ('matricular pupils'); a maximum of 12 class periods aweek for immigrant pupils exempt from such requirements ('extra-matricularpupils')(in the first two years). In practice, there are often no more than 2 class periodsa week.'Extra-matricular pupils' not bound by normal assessmentrequirements.Annexes
84Language-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 classesPL At least two class periods a week. At least 15 pupils required to establish‘preparatory’ classes.Under 15 pupils for the provision ofadditional Polish-language classes.PTThe schedule is established by each individual school (in accordance with its strategyand resources).Schools are free to plan this type of support as they wish.SI 184 class periods a year (corresponding to four hours during the day twice a week). Compensating for linguistic and academic weaknesses.Special assessment plan.SKFIIntensive teaching is organised in courses with 184 teaching hours a year (four hoursthree times a week).The syllabus for Finnish (or Swedish) as a second language, as defined by thenational core curriculum, is based on an equal number of weekly lessons a year, asis the syllabus for the mother tongue. However, the scope of instruction isdetermined by the local curriculum.The Basic Education Act also authorises the provision of education , in whole or inpart, in the mother tongue of immigrants. Some municipalities have offered eitherbilingual or mother tongue provision in Arabic, Somali, Russian, Vietnamese andEstonian.Curriculum support in various subjects may also be offered toimmigrant pupils in their mother tongue.The background of pupils and their progress in Finnish/Swedish isalso taken into consideration when assessing them in othersubjects. To reduce the impact of possible weaknesses in thelanguage of instruction, versatile and flexible methods ofassessment are used.No more than 10 pupils (and a minimum of4) for Slovak-language classes.Integrating Immigrant Children into Schools in EuropeSEUK-ENG/WLS/NIRTuition is organised in special groups or during parts of the school day.Guided study (in Swedish or the pupil’s mother tongue).Individual schools/pre-school education centres and local authorities are free to decidehow best to meet the needs of the young people concerned.Guided study (in Swedish or the pupil’s mother tongue): extra helpgiven by a support teacher who often brings together a small group ofpupils in need of further assistance for special lessons, but the sameteacher may also help individual pupils during their mainstreamclasses.The support offered might be support for learning English orsupport for other curriculum subjects or both. There is now anemphasis on learning English ‘across the curriculum’.National tests and qualifications include special arrangements forchildren who, for example, have limited fluency in English.
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EURYDICEIntegrating Immigrant Child
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PREFACE‘How do education systems
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Integrating Immigrant Children into
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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 34 and 35: CHAPTER 3RIGHTS TO EDUCATION AND TO
Page 36 and 37: Chapter 3 - Rights to Education to
Page 38 and 39: CHAPTER 4MEASURES FOR THE INTEGRATI
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Page 68 and 69: CONCLUSIONSThe question of how to i
Page 70 and 71: Conclusionslevel of provision best
Page 72: ConclusionsThe Evaluation of Outcom
Page 78 and 79: ANNEXESANNEXE 1 (Chapter 1)Figure 1
Page 80 and 81: AnnexesD. Children of immigrant par
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Page 86 and 87: UK-SCTLanguage-learning support mea
Page 88 and 89: AnnexesAT Curricula for German as a
Page 90 and 91: AnnexesPerson responsible for suppo
Page 92 and 93: TABLE OF FIGURESChapter 2: Demograp
Page 94 and 95: REFERENCESLEGISLATIVE DOCUMENTSCoun
Page 96 and 97: ReferencesUniversity Research Insti
Page 98 and 99: ACKNOWLEDGEMENTSEURYDICE NETWORKA.
Page 100 and 101: AcknowledgementsIRELANDEurydice Uni
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Integrating Immigrant Children into Schools in Europe

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