Integrating Immigrant Children into Schools in Europe

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AnnexesPerson responsible for support(other than the class teacher)Special initial trainingSpecial compulsoryin-service trainingLTSupport teacher (working closely with the classteacher in classes in which immigrant pupils do notunderstand the language of instruction).Special courses during initial teacher education and in-service training from 2003onwards.LU Solely the class teacher. NO, but in initial teacher education and the continuous professional development ofteachers, courses on managing mixed group classes, the reception of pupils new toLuxembourg, communication with parents, and differentiated teaching, etc. areoptional.HUMTNo support measures for immigrant pupils.No support measures for immigrant pupils.NL Support teacher. Special courses during initial teacher education and in-service training.ATSupport teacher.OptionalOptionalTeacher of immigrant origin.PLTeachers who have undergone special in-servicetraining. They are delegated by the school head and,in most cases, are Polish language teachers.NOSpecial training in teaching Polish as aforeign language.PT Only the class teacher. NO Master’s qualification and actions forlanguage teachers, in teachingPortuguese as a second and foreignlanguage.SI A specially trained teacher in additional andmainstream classes (if there are over three immigrantpupils in the mainstream class).Knowledge of the one or more nativelanguages.Organisation of seminars (prior to thereception of immigrant pupils) ondifferent aspects of their culture.SKA specially trained teacher (in centres for asylumseekers and in the ‘zero grade’ of primary schools).Initial training in the theory andpractice of teaching, psychology, orsocial work.Special language training.FIA network of support teachers for matters relating tothe education of immigrant children.Special study modules and courses during initial and in-service teacher educationand training.SE Support teacher. They have studied Swedish as asecond language, or the mothertongue of the students.NO, but further education for teachers inSwedish as a second language or forteaching bilingual children is provided atseveral universities in Sweden.UK-ENG/WLS/NIRSupport teacher.(Bilingual) classroom assistant.NOProvision varies.Mentor.UK-SCT Bilingual support staff. NO NOIS A peripatetic teacher in Reykjavík. NOLI (:)89
Integrating Immigrant Children into Schools in EuropePerson responsible for support(other than the class teacher)Special initial trainingSpecial compulsoryin-service trainingNOThe regular teacher is normally in charge.Pre-primary level: there may be bilingual assistants,teaching staff or others, in accordance with thewishes of each municipality.All basic teacher education has todevelop competence in working withimmigrant children. In addition,teachers are able to specialise in thisarea by taking educationalprogrammes that vary in length. Forteachers of the mother tongue, thereare separate requirements and pathsthrough education.NO, apart from the education of mothertongue teachers.Pre-primary level: there is nomandatory training for bilingualassistants. The municipality mayorganise training courses, as may theuniversities and state universitycolleges.BGNo support measures for immigrant pupils.RO Language teacher. Special training during initial and in-service training.Source: Eurydice.90
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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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CHAPTER 3RIGHTS TO EDUCATION AND TO
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Chapter 3 - Rights to Education to
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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
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Page 84 and 85: Language-learning support measuresI
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Page 88 and 89: AnnexesAT Curricula for German as a
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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