Diverse Responses to Differing, Complex Realities Inclusive
Educational Programmes for Newly Arrived Migrant Students

C 2024

Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students

JOHANNESSEN, Øystein Lund, Silvia DE ALMEIDA, Friant NATHANAËL, János Gordon GYŐRI, Jarmila DUHÁČEK ŠEBESTOVÁ et. al.

Basic information

Original name

Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students

Authors

JOHANNESSEN, Øystein Lund (578 Norway, guarantor), Silvia DE ALMEIDA (826 United Kingdom of Great Britain and Northern Ireland), Friant NATHANAËL (56 Belgium), János Gordon GYŐRI (348 Hungary), Jarmila DUHÁČEK ŠEBESTOVÁ (203 Czech Republic, belonging to the institution), Janne STØEN (578 Norway), Dina TSAGARI (578 Norway) and Hildegunn FANDREM (578 Norway)

Edition

London, International Perspectives on Migration, Bullying, and School. Implications for Schools, Refugees, and Migrants, p. 54-70, 17 pp. . International Perspectives on Migration, Bullying, and School: Implications for Schools, Refugees, and Migrants, 2024

Publisher

Routledge

Other information

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

50204 Business and management

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

URL URL

Organization unit

School of Business Administration in Karvina

ISBN

978-1-003-43920-2

DOI

http://dx.doi.org/10.4324/9781003439202-4

Keywords in English

Newly arrived migrant students (NAMS); Migration; Educational programs; Intercultural education; Inclusion; Europe

Abstract

V originále

This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

Citovat

JOHANNESSEN, Øystein Lund, Silvia DE ALMEIDA, Friant NATHANAËL, János Gordon GYŐRI, Jarmila DUHÁČEK ŠEBESTOVÁ, Janne STØEN, Dina TSAGARI and Hildegunn FANDREM. Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students. Online. In Fandrem, H., & O’Higgins Norman, J. International Perspectives on Migration, Bullying, and School. Implications for Schools, Refugees, and Migrants. London: Routledge, 2024, p. 54-70. . International Perspectives on Migration, Bullying, and School: Implications for Schools, Refugees, and Migrants. ISBN 978-1-003-43920-2. Available from: https://dx.doi.org/10.4324/9781003439202-4.

@inbook{81186,
   author = {Johannessen, Øystein Lund and de Almeida, Silvia and Nathanaël, Friant and Győri, János Gordon and Duháček Šebestová, Jarmila and Støen, Janne and Tsagari, Dina and Fandrem, Hildegunn},
   address = {London},
   booktitle = {International Perspectives on Migration, Bullying, and School. Implications for Schools, Refugees, and Migrants},
   doi = {http://dx.doi.org/10.4324/9781003439202-4},
   editor = {Fandrem, H., & O’Higgins Norman, J.},
   keywords = {Newly arrived migrant students (NAMS); Migration; Educational programs; Intercultural education; Inclusion; Europe},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {London},
   isbn = {978-1-003-43920-2},
   pages = {54-70},
   publisher = {Routledge},
   title = {Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students},
   url = {https://doi.org/10.4324/9781003439202},
   year = {2024}
}

TY  - CHAP
ID  - 81186
AU  - Johannessen, Øystein Lund - de Almeida, Silvia - Nathanaël, Friant - Győri, János Gordon - Duháček Šebestová, Jarmila - Støen, Janne - Tsagari, Dina - Fandrem, Hildegunn
PY  - 2024
TI  - Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students
VL  - . International Perspectives on Migration, Bullying, and School: Implications for Schools, Refugees, and Migrants
PB  - Routledge
CY  - London
SN  - 9781003439202
KW  - Newly arrived migrant students (NAMS)
KW  - Migration
KW  - Educational programs
KW  - Intercultural education
KW  - Inclusion
KW  - Europe
UR  - https://doi.org/10.4324/9781003439202
N2  - This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.
ER  -

JOHANNESSEN, Øystein Lund, Silvia DE ALMEIDA, Friant NATHANA$\backslash$''EL, János Gordon GY$\backslash$H ORI, Jarmila DUHÁČEK ŠEBESTOVÁ, Janne STØEN, Dina TSAGARI and Hildegunn FANDREM. Diverse Responses to Differing, Complex Realities Inclusive Educational Programmes for Newly Arrived Migrant Students. Online. In Fandrem, H., \&{} O’Higgins Norman, J. \textit{International Perspectives on Migration, Bullying, and School. Implications for Schools, Refugees, and Migrants}. London: Routledge, 2024, p.~54-70. . International Perspectives on Migration, Bullying, and School: Implications for Schools, Refugees, and Migrants. ISBN~978-1-003-43920-2. Available from: https://dx.doi.org/10.4324/9781003439202-4.

Detailed Information on Publication Record