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

Title Summary Links Cost Status Location Resource Type
Dillon, S (2013) The Impact of Migrant Children in Glasgow Schools Dillon (2013) examines educational attainment within two publicly funded Glasgow secondary schools with contrasting experience of migrant pupils. The research focused on migrant children who do not have English as their first language and compared them to locally born children with English as their first language. The study also includes accounts from teaching staff located across the city with experience of teaching classes comprised of migrant and native children. Overall, analysis of both schools showed that while it cannot be said that migrants had improved attainment, there is also no evidence of migrants having impacted negatively on either school’s overall attainment figures. Moreover, migrant children were found to enhance classroom discussion providing a different worldview for their peers and some mainstream teachers. This suggests that their presence has a positive impact. The research was conducted as part of a collaborative master’s project at the University of Glasgow involving COSLA Strategic Migration Partnership and Glasgow City Council’s English as an Additional Language (EAL) Service in association with Glasgow Refugee, Asylum and Migration Network (GRAMNet). See also Foley (2013) for a look at EAL policy and practice. Read More Visit site Free Glasgow City Independent research
McKinney et al. (2013) The experience of POI in the Scottish Schools McKinney et al (2013) present analysis of the Scottish component of the Portfolio of Integration (POI) which in partnership with Oxfam Italia is a transnational project funded by the European Commission through the Lifelong Learning Programme (LLP) and located within the Comenius Multilateral Projects programme. The POI project involves the use of a student Notebook device which has been designed by Oxfam Italia. Although a small scale study, the authors find the POI Notebook to be a helpful starting point for raising awareness of the issues faced by educationalists and institutions involved in integrating new arrival children. The authors conclude that both the Notebook and the overall POI project offer a valuable aid for both teachers and schools to proactively support the integration of migrant children, particularly when viewed within the context of Scottish schools general ongoing need for support to review and create policies and strategies and support for in-classroom practice. Read More Visit site Free South Lanarkshire
Moskal (2010) Polish migrant children's experiences of schooling and home-school relations in Scotland This briefing paper by Moskal (2010) discusses the integration of Polish migrant children through the examination of the role of Scottish schools in the integration process. The focus of the study accounts for the significance the school experience for children and, the links between success at school and home environment. After English, Polish is now the most common language in Scottish schools, consequently this creates a resource issue in terms of English language tuition. This paper also draws attention to the difficulties faced in trying to accurately establish an appropriate learning level for each new arrival. This is particularly the case when children arrive at their new school without information on their previous school work or achievements. This matter is compounded further in a system of formative assessment which focuses predominantly on language ability. In addition, the study identifies communication problems which can emerge between the family/ parents and the school. In such cases, children themselves can play a key role in bridging the gap. Also see Moskal (2014) and Dillon (2013) for studies exploring some of the issues discussed in this paper. Read More Visit site Free EU Scotland Academic research
Sime et al. (2010) At Home Abroad: The life experiences of Eastern European migrant children in Scotland This report, brings to the fore the experiences of migrant children, giving them a voice which otherwise goes unheard. Their valuable input provides a useful tool for the improvement of service provision for migrant children and their families. The study reveals that although children do not contribute to the family decision to migrate, migrant children emerge as facilitators and mediators post-migration. Children play a crucial role for their families, helping adults to access services and construct new social networks following arrival. In effect migrant children begin playing the role of cultural brokers. The study also found that children were happy with their experiences of education. This satisfaction (and other beneficial opportunities associated with migration) was central to the decision that migrant parents made to remain in Scotland or return to the country of origin. The report concludes that migrant children’s successful transition is a vital factor that policy makers must consider when bidding to attract and retain skilled migrants. Read More Visit site Free EU Scotland Academic research