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

Title Summary Links Cost Status Location Resource Type
Kum et al. (2010) Changing the face of the Scottish teaching profession? The experiences of refugee teachers Building on data gathered as part of the Refugees Into Teaching in Scotland project (See RITeS, 2008) this study by Kum et al. (2010) analyses interview data to explore refugee teachers’ experiences. The research explores the experiences refugee teachers share with non-refugee colleagues alongside points of difference. The study also identifies the barriers refugee teachers have faced in the process of trying to re-enter the teaching profession in Scotland. The authors present the view that, if Scotland is to create a more culturally and linguistically diverse teaching cohort, the sizable barriers faced by refugee teachers need to be overcome. Scotland’s demographic profile is changing due to increased international migration, both from within the European Union and beyond. Thus, the profile of Scotland’s teachers - in line with much of Europe - does not reflect the ethnic diversity found within its contemporary population. The findings from this study clearly have relevance for refugee integration beyond a teaching context. The findings also touch on some of the wider issues associated with international migration such as diversity and globalisation. Read More Visit site £ Refugee Scotland Journal article
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