english literature, strategie of educational support, education system, migrant student, language, CT Circle Time, immigration
Newly arrived migrant students encounter unique obstacles in their lives, and the school setting may either foster positive or negative student experiences depending on the structure of the learning environment. European countries have adopted several measures and programs to facilitate positive transition, although the focus has primarily been on language acquisition. Studies suggest that students also experience emotional, social, and economic difficulties. The Circle Time (CT) approach involves a 20-minute session when students interact with the facilitator in a familiar environment to engage in activities that stimulate their listening, thinking, speaking, looking, and concentration skills. This paper illustrates how CT can be applied in a classroom environment to enhance the experiences of migrant students.
[...] J. (2017). Acculturation and school adjustment of immigrant youth in six European countries: Findings from the Programme for International Student Assessment (PISA). Frontiers in Psychology https://doi.org/10.3389/fpsyg.2017.00649 Stasiūnaitienė, E., Nedzinskaitė-Mačiūnienė, R., & Mazlaveckiene, G. (2020). Students with a migrant background: Possibilities and problems of their integration into education system. Proceedings of the International Scientific Conference - 617. [...]
[...] The learning strategies adopted in various countries vary widely. Koehler and Schneider (2019) observe that in Germany, separation is more likely to occur where migrant students are placed in different classes from other learners. On the other hand, a country such as Sweden prefers the immersion of migrant students as this is considered a more effective approach to assist them to learn the culture and language of other learners. According to the study, immersion is critical to the success of migrant learners, although the researchers also warn that the separation time should be minimal and ought to consider other factors such as the child's age and circumstances (Koehler & Schneider, 2019). [...]
[...] (2020) that migrant students are those who are newly arrived or returning migrant children. In recent years, the ever-growing number of persons migrating to Europe has prompted researchers to evaluate the experiences of migrant children within the education curriculum. Countries that have more experience with migration issues are more capable of meeting the educational needs of the children (Koehler & Schneider, 2019). Interestingly, evidence illustrates that whilst migrant students have access to education, they encounter numerous obstacles, including the lack of attention toward the social and emotional needs of the learners (Stasiūnaitienė et al., 2020). [...]
[...] (2005). Circle Time. Scholastic. Riggs, D. W., & Due, C. (2010). Friendship, exclusion and power: A study of two South Australian schools with new arrivals programs. Australasian Journal of Early Childhood, 35(4) - 80. https://doi.org/10.1177/183693911003500409 Schachner, M. K., He, J., Heizmann, B., & Van de Vijver, F. [...]
[...] https://doi.org/10.1007/s12134-018-0630-9 Katsarova, I. (2016). (rep.). Integration of migrants: The education dimension. European Parliamentary Research Service. Koehler, C., & Schneider, J. (2019). Young refugees in education: The particular challenges of school systems in Europe. Comparative Migration Studies, 7(28) - 20. https://doi.org/10.1186/s40878-019-0129-3 Mosley, J., & Child, P. [...]
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