Breaking the boundaries: migrant workers' children in the EC by Hans Reich, Euan Reid

By Hans Reich, Euan Reid

Based on a comparative research of 15 initiatives at the schooling of kids of migrant staff in 10 ecu group international locations, this booklet presents descriptions of complex perform, difficulties encountered and recommendations chanced on. the implications are summarized less than such headings as equality of chance, schooling for bilingualism, intercultural schooling and anti-racist approaches.

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Extra resources for Breaking the boundaries: migrant workers' children in the EC

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The prevalent pedagogical model was that of compensatory education. In a sense during this period the children were seen as a kind of tabula rasa because they had not mastered 'the language' and appeared helpless or deficient in their new environment. It therefore represented progress when in a second period it was realised that the children were already to a significant degree shaped by the schools, by the societies, and by the cultural traditions of their countries of origin. They began to get the chance of continuing their studies of the mother tongue and culture of origin in the schools of the receiving countries.

96/75/094 subject : Children of migrant laborers--Education--European Economic Community countries, Multicultural education--European Economic Community countries, Education, Bilingual--European Economic Community countries. Page iii Breaking the Boundaries Migrant Workers' Children in the EC Edited by Euan Reid and Hans H.  Reich. Includes bibliographical references and index.  Children of migrant laborers-Education - European Economic Community countries.  Intercultural education - European Economic Community countries.

Aspects of the evaluation Rightly recognising the precarious position of mother tongue teaching, the pilot project did not spend time developing textbooks for an idealised form of teaching that had little to do with reality: the development work was co-ordinated throughout with in-service training for Turkish teachers. In this way, the project succeeded in basing the development of the textbooks in practical teaching experience and requirements, at the same time largely removing uncertainties about methodology and language problems among the Turkish teachers.

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