Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
Grieve and Haining (2011) Inclusive practice? Supporting isolated bilingual learners in a mainstream school Grieve and Haining (2011) provide an account of their research based on data gathered over a two-year period. The research focuses on one specific urban primary school. The study tracks the experience of children who do not have English as their first language and for whom the language spoken at home is not shared with many other classmates or teaching staff. These children are identified as ‘isolated learners’. The study explores the full range of the interplay between the experiences of the children and the support given by teaching staff who are trying to ensure that they fulfil their potential. The study explores effective practice and identifies gaps in the provision for isolated learners. The paper also cautions that schools should avoid the assimilationist approach that has been popular in the past when trying to fully integrate their new arrivals. See also Dillon (2013) for a study of migrant children who do not have English as their first language and Foley (2013) which examines EAL policy and practice. Read More Visit site £ Scotland Journal article
McMillan (2008) Changing identities: Intercultural dimensions in Scottish educational contexts McMillan (2008) highlights the potential problem face by some bilingual ethnic minority learners upon commencing higher education. Challenges originate from learners’ level of English acquisition during their prior education. The author finds that for some students, the consequences of their past experience of English language learning impacts negatively on their ability to acquire academic literacies at university level. This, in turn, may explain a tendency to superficial approaches to learning. The study found that academic writing and reading comprehension was self identified by students as an area of weakness, while on the other hand, respondents were more able to express their knowledge and understanding orally. The study suggests that failure to fully meet and support these learners’ needs throughout their education may negatively impact their ability to fulfil their academic potential. The study therefore carries implications for both mainstream and university practice. Read More Visit site £ Scotland Academic journal
Smyth (2000) I feel this challenge and I don't have the background: Teaching bilingual pupils in Scottish primary schools This study by Smyth (2000) provides an insight into the practice of teaching bilingual children in Scottish primary schools. The research was undertaken prior to the increase in demand for English language learning which followed EU Accession. The first languages spoken by the children in the schools included in this study were Cantonese, Punjabi and Urdu. The study includes interviews with teachers which afford a fascinating insight into their thoughts and experiences. The research found that although those interviewed did not have a set of best practice tools to use when teaching their bilingual pupils, the teachers nonetheless demonstrated a clear appreciation of the central importance of the children’s home language and associated cultural and linguistic connections. This study highlights that educating bilingual children in Scottish primary schools is far more complex than the overarching label of ‘bilingual education’ might suggest. The research demonstrates that adherence to a dominant monolingual model of teaching creates and maintains structural discrimination in the classroom. Also see Foley (2013) for a review of English as an Additional Language (EAL) policy and practice. Read More Visit site Free Scotland Academic research
Wells (2012) ESOL in the Hebrides and Island voices–‘Hey, hang on a minute, tha mise bilingual!’ Published in a British Council collection which focuses on English language teaching for migrants and refugees, Wells (2012) presents an intriguing insight into adult education in the Outer Hebrides. The collection as a whole highlights the regional balancing act necessitated by the facts of devolved education versus the UK government’s centralised control of immigration policy. Learning English is of crucial importance for new arrivals to Scotland. The author suggests that rather than being viewed as incompatible, the traditional aspects of local life and the new customs introduced as a result of immigration, can be harnessed to foster ESOL skills. Learning English is central to academic success for migrant children, for adults, learning English and gaining proficiency opens doors, enhances economic security and leads to increased social acceptance and cultural understanding within the host community. Read More Visit site Free Comhairle nan Eilean Siar Public sector