Migration Multilingualism And Schooling In Southern Europe

Migration, Multilingualism and Schooling in Southern Europe, edited by Sandro Caruana, Liliana Coposescu and Stefania Scaglione, deals with a highly current topic in Europe today, namely migration in Southern European countries and its impact on children in primary schooling. The volume deals with migration, both through the contribution of experts in the field, and through the results of an EU-funded project, MERIDIUM, which spanned over three years and touched on a number of topical issues. The studies included in the volume mainly take place in six countries, traditionally known for outbound rather than inbound migration, and they examine how recent waves of migration are affecting language use, linguistic attitudes and perception towards language diversity. Some of the questions addressed in the various chapters of the volume are: how has migration in Southern Europe altered the sociolinguistic profile of some regions? How do children in schools, and their parents, react to the presence of different languages and to different cultures in educational institutions? Do educational authorities, school directors and teachers feel adequately equipped to face the challenges that these demographic changes are bringing about? Is there adequate planning and are there sufficient language policies in order to provide the necessary framework which could lead to better integration of migrants in schools?

The entry of migrant populations to Europe, and especially to countries of Southern Europe, is expected to drastically change the make-up of state school classes as learners of various ages, ethnic backgrounds, and mother tongues are going to co-exist within the same educational setting. In Greece, in particular, the landscape of education has already started changing as a significant number of immigrant students have joined mainstream classrooms. This volume maps this new educational reality and its challenges, as Greek teachers are required, with very limited training and resources, to address those students’ educational and socio-emotional needs. All chapters are authored by Greek researchers who are actively involved in the study of refugees’ and immigrants’ education, their needs, and their educational, linguistic and political rights. Despite the fact that education for immigrants and refugees has become the focus of much research on a global level, the ongoing rapid rise of immigrant populations in Southern Europe has not been adequately researched. This book consequently meets the need for further research and empirical studies in this field.

The entry of migrant populations to Europe, and especially to countries of Southern Europe, is expected to drastically change the make-up of state school classes as learners of various ages, ethnic backgrounds, and mother tongues are going to co-exist within the same educational setting. In Greece, in particular, the landscape of education has already started changing as a significant number of immigrant students have joined mainstream classrooms. This volume maps this new educational reality and its challenges, as Greek teachers are required, with very limited training and resources, to address those studentsâ (TM) educational and socio-emotional needs. All chapters are authored by Greek researchers who are actively involved in the study of refugeesâ (TM) and immigrantsâ (TM) education, their needs, and their educational, linguistic and political rights. Despite the fact that education for immigrants and refugees has become the focus of much research on a global level, the ongoing rapid rise of immigrant populations in Southern Europe has not been adequately researched. This book consequently meets the need for further research and empirical studies in this field.

This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.

This book is the final outcome of the crossnational Multilingual Cities Project, carried out under the auspices of the European Cultural Foundation, established in Amsterdam, and coordinated by Babylon, Centre for Studies of the Multicultural Society, at Tilburg University. The book offers multidisciplinary, crossnational, and crosslinguistic perspectives on the status of immigrant minority languages at home and school in a dominant Germanic or Romance environment in six major multicultural cities across Europe. From North to South these cities are Goteborg, Hamburg, The Hague, Brussels, Lyon, and Madrid.

This edited volume offers an overarching, yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education. With contributions from a range of European settings as well as Turkey and the USA, the book discusses topical issues related to language learning and explores how these can shape our identities. Chapters present cutting-edge research on translanguaging, English Medium Instruction, multilingualism and minority languages in Europe. The volume forecasts what future educational policies might look like, and questions how evaluating and rethinking educational practices can produce positive effects on language practices as well as language policies. The book has a wide-reaching international focus and will be an important resource for researchers, academics, language experts and postgraduate students in the fields of applied linguistics, language education and sociolinguistics.

This is a book about language and education in one of the smallest European Union member-states, Luxembourg. It presents the results of an ethnographic study of code-switching and language ideologies among transnational, luso-descendant youngsters attending a number of youth centres in Luxembourg city. It offers a comprehensive description of the processes of construction and negotiation of new, emergent identities and ethnicities. The author considers the implications of these results for language-in-education policy, including the EU policy of multilingualism. He criticizes mother-tongue education and advocates instead the use of «literacy bridges». Clearly argued and widely applicable, this book is essential reading for students and researchers interested in multilingualism, migration and education.

The volume aims at analysing the migration processes of families from Greece following the financial crisis from 2009 onwards. It investigates whether and to what extent this ‘new’ and international migration represents a new phenomenon when compared to the so-called migration of guest-workers during the sixties.