Migrant Education

This paper is framed by the ongoing debate surrounding European policy on immigration and focuses on the economic effects and training needs generated by the new flows of forced migration. The considerations presented offer an opportunity to rethink our response to the challenges being posed by an increasingly heterogeneous and multi-ethnic society, and how new technologies might be leveraged as part of that response. The conclusion is that education and training can play a pivotal role in transforming the current migration emergency into an opportunity for growth and economic development for the EU.

Η παρούσα μελέτη προσεγγίζει τον σχολικό χώρο ως κείμενο αξιοποιώντας την έννοια
του «σχολικού γλωσσικού τοπίου» (schoolscape), που αναφέρεται στην οικολογία των
μηνυμάτων τα οποία κατασκευάζονται στον χώρο του σχολείου εντός και εκτός τάξης.
Πιο συγκεκριμένα, χαρτογραφείται το γλωσσικό τοπίο τριών σχολικών μονάδων μίας
γειτονιάς στο κέντρο της Αθήνας, όπου η πλειοψηφία του μαθητικού δυναμικού αποτελείται από μαθητές/τριες με προσφυγική-μεταναστευτική εμπειρία. Σε αυτό το πλαίσιο, το επίσημο σχολικό γλωσσικό τοπίο (π.χ. αναρτημένες ανακοινώσεις, σήμανση,
διάκοσμος) αναδύεται ως πεδίο αποκλεισμού των πολύγλωσσων/πολυπολιτισμικών
ταυτοτήτων των μαθητών/τριών. Παράλληλα, τα παρεκβατικά γλωσσικά τοπία που κατασκευάζουν οι μαθητές/τριες σε θρανία, καρέκλες, τοίχους του σχολείου μέσω διαγλωσσικών πρακτικών αναδύονται ως πράξεις οικειοποίησης του σχολικού χώρου και
διεκδίκησης της ορατότητάς τους. Αναδεικνύεται, συνεπώς, το γλωσσικό τοπίο ως ένα
πεδίο αμφισβήτησης της σχολικής νόρμας, αλλά και ένα δυναμικό εργαλείο που μπορεί
να συνεισφέρει στον σχεδιασμό ενός πιο συμπεριληπτικού σχολικού περιβάλλοντος
αξιοποιώντας διαγλωσσικούς πόρους μάθησης.

Nations worldwide have been challenged, positively and negatively, by globalisation and its effects. The educational sphere has been likewise impacted. Initially, governments turned to higher educational institutions to ensure that future generations were being prepared for the reality within the 21st century. To counteract globalisation trends, the educational sphere was forced to review its aims and functions. Knight (2003) ascertains that through internationalisation, globalisation is addressed, and this is evident at the national, sector, and institution levels through “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education” (2).

ITA  Nel contributo si propone che, in materia di istruzione, i temi dell’effettività delle garanzie apprestate dallo Stato, della consapevolezza degli studenti rispetto all’esercizio dei loro diritti e doveri, costituzionali e legislativi, nonché della libertà e della responsabilità educativa delle famiglie siano affrontati alla luce dell’interpretazione congiunta di due principi fondamentali: quello della dignità e quello della solidarietà. Si propone, poi, una riflessione su come l’attuale fase di transizione tecnologica debba essere considerata per impostare e implementare le politiche pubbliche del settore, considerato il loro inusitato impatto sulle capacità cognitive e relazionali degli studenti (e non solo)

EN  In the essay it is proposed that, in education, the issues of the effectiveness of the guarantees provided by the State, students’ awareness of the exercise of their constitutional and legislative rights and duties, as well as the educational freedom and responsibility of families be addressed in light of the joint interpretation of two fundamental principles of dignity and solidarity. Is then propose a reflection on how the current phase of technological transition should be considered in setting up and implementing public policies in the sector, given their unusual impact on students’ cognitive and relational skills (and beyond)

Marked contrasts exist in the participation of young people from different birthplace groups in higher education in Australia. A 1993 survey of year 11 school students shows that these contrasts are preceded by differing attitudes to education. Students from a number of Asian birthplace groups are more likely to aspire to university education, and to place a high value on academic development, than students born in Australia, parts of Europe, Britain, Ireland and New Zealand. Copyright. Monash University and the author/s

his study explores the relationship between the prosodic features for time delay, self-monitoring in speech production, and perceived dysluency. In this study, twenty native and non-native speakers of Chinese took a speech test. Each speech was transcribed, prosodic features were assigned symbols, and the coding system traced self-monitoring. An additional twenty-eight native speakers assessed the luency of the speech samples, and then the researcher matched assessment results with symbols and coding, and analyzed them. he results indicate that uh/um and self-monitoring inluence perceived dysluency in most cases while other prosodic features do not; that the illed pause in non-native speech is a salient feature of perceived dysluency; and how a dysluency is perceived. he study also inds the native speakers' perception bias.

La collana Tratti geografici, curata dall'Associazione Italiana Insegnanti di Geografia, si propone come una "cassetta per gli attrezzi" del geografo e pubblica volumi, sia collettanei sia monografici, che si pongano nella prospettiva di fornire riflessioni e materiali di lavoro e di sperimentazione nei campi della ricerca e dell'educazione geografica. Gli argomenti trattati nella collana riguardano principalmente (ma non limitatamente) i seguenti ambiti: riflessioni su problematiche e questioni di carattere geografico, spaziale e territoriale con un'attenzione rivolta alle ricadute educative; -sperimentazioni di approcci, strategie, tecniche e metodologie innovative nella ricerca, nell'educazione e nella didattica della geografia; -implementazioni delle nuove tecnologie sul territorio e nella formazione geografica; -applicazioni del sapere e delle competenze geografiche nel lavoro sul campo e sul terreno. La scelta del formato digitale open access per alcuni titoli è coerente con la struttura flessibile della collana, al fine di favorire una maggiore e più diretta accessibilità e fruibilità sia da parte degli autori sia da parte dei lettori. In questa ottica, Tratti geografici promuove una concezione aperta della figura del geografo e incentiva la pubblicazione di lavori di qualità da parte di ricercatori attivi all'interno e all'esterno dell'Università, di insegnanti e di professionisti che utilizzino e veicolino competenze di tipo geografico e territoriale.

In Survivors, Hannah Durkin tells the stories of the survivors of the Clotilda, the last known slave ship to bring captives from Africa to the US in 1860, decades after such importations were federally prohibited. Durkin draws on extensive archival material, foregrounding first-hand accounts from survivors describing their capture and imprisonment in Africa, the voyage across the Atlantic and their lives once they reached the US. Durkin's detailed, sensitive narrative makes this a vital contribution to our understanding of the human experience of chattel slavery and its reverberations today, writes Camila Andrade.

Effective English for Specific Purposes (ESP) training depends on coursebooks for relevant and genuine vocabulary. Corpus-based analysis is a reliable empirical technique for lexical evaluation in ESP coursebook assessment, as shown in this research. Thus, this quantitative corpus-based research focused on (1) the most common general English lexical items and (2) domain-specific vocabulary in tertiary English for Tourism coursebooks. The study was a quantitative corpus-based one that included 3,423,973 words from all primary reading materials, dialogues, and exercises in the 2020-2022 English for Tourism coursebooks. Using corpus linguistics methods, WordSmith Tools discovered and evaluated lexical frequency lists and domain-specific keywords. This study found that, although generic highfrequency terms are important, tourism-related language dominates the materials' specialized vocabulary. Generally, high-frequency lexical terms, essential for language development, were detected. The most common domain-specific vocabulary, mostly nouns, was tourism terminology, including "guest," "hotel," "room," "travel," and "tourism." This study provided actual lexical data to help curriculum developers and teachers plan, choose, and adjust tourist education resources. This aligns with real-world language needs and improves ESP instruction.

This article discusses the situation of the Polish language in the Polish diaspora in Brazil. Today, descendants of emigrants from the second half of the 19th century still speak Polish, the language of the Polish diaspora. A Polish press movement also developed, with periodicals appearing with varying intensity from the end of the 19th century to the end of the 20th century. Our research is based specifically on the material of the Brazilian Polish press. In this article we discuss selected aspects of the research project. We focus on lexical phenomena (from Polish regionalisms and dialectisms to Portuguese borrowings) in the Brazilian Polish language and on the word-formation mechanisms present in the language of this diaspora. In the article we describe the research directions, methodology, and expected results based on the verification of the adopted hypotheses. The article also discusses predicted and expected processes of normalisation of the Polish diasporic language, resulting in a Polish diasporic norm - different and distinct from the norms associated with the Polish language in Poland.

The present article aims to study the nature of spoken academic discourse in English in university setting and looks particularly at the role of discourse micro-markers in the organization of discourse of a lecturer. English is used as a medium of instruction by non-native academic personnel delivering soft science lectures to international students. The theory provides an overview of contemporary linguistics on discourse markers, outlining the definitions and their functional characteristics. The empirical part of the study is based on the analysis of a case study and the quantitative discourse analysis of a corpus of academic lectures available online. Discourse markers, that are most frequently used in spoken discourse of a lecturer, are studied and the use and the role of 'so', 'now', 'OK', 'well', 'however', 'therefore' and 'all right' is investigated. The results of the study describe the functions of discourse markers in spoken academic discourse and show how discourse micro-markers help in understanding the structure and the thematic development of the discourse.

The United Kingdom has a long history of migration from and within its borders. Mostly due to the British Empire and imperialism, beginning from the 16th century, the UK has comprised ‘nations within nations’. London in particular has been the epicenter of much migration, though other large cities such as Manchester, Bristol, Liverpool, and Cardiff also acted as centers of significant migration flows. This paper details the lived experience of living as a migrant in the UK during the Covid-19 pandemic

This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data from classroom instruction and placement interviews, the study investigates which speech functions and speaker roles are made available to students preparing for workplace language practice. Transcribed material from one lesson and four placement interviews were analysed using speech act theory, with a focus on speech functions, speaker roles, and opportunities for extended talk. The findings show that while interaction was often regulated by teachers and recruiters, students actively contributed through humour, storytelling, meta-talk, and expressions of preference or reservation. Students assumed diverse speaker roles, including novice, knower, peer, and tension releaser, thereby engaging in pragmatically and socially relevant communication. These roles and functions are important for both general language development and workplace interaction. The study highlights the need to create space in L2 classrooms for less typical but crucial functions-such as turntaking, declining, and expressing disagreement-often underrepresented in classroom discourse. It contributes to research on adult L2 education by demonstrating how structured interaction around work placements can support learners' oral proficiency and pragmatic competence.

L’obiettivo 4 dell’Agenda 2030, i cui elementi chiave riassumono gli impegni sottoscritti dagli Stati firmatari in tema di istruzione ed educazione, mira a garantire in chiave inclusiva e di contrasto alle disparità di genere l’accesso ad un’educazione di qualità, equa e inclusiva, capace di offrire opportunità di apprendimento permanente per tutti e per tutte, Specialmente per le persone più vulnerabili. Oggi, in Italia come in Europa, tra i soggetti più vulnerabili Si trovano le madri migranti per via di una marginalità tanto sociale, quantoeconomica che si manifesta nella difficoltà ad accedere a percorsi di educazione formale e non-formale per sé stesse e alla possibilità di poter iscrivere i propri figli e le proprie figlie ai servizi d’educazione e cura della prima infanzia. Il volume analizza i processi culturali e normativi in tema di educazione e apprendimento permanente che hanno caratterizzato il contesto italiano e restituisce le progettualità ideate e coordinate a Torino dagli autori e delle autrici a favore delle madri migranti provenienti dalla rotta mediterranea.

Migration flows in Europe have rendered its population more diverse and resulted in the presence of multiple languages in migrant-hosting countries and their education systems. Despite the potential of this language heritage to be leveraged as a resource, many European countries have been reluctant to adopt active public policies that promote the preservation of migrant languages. This article aims to explain the prevalent absence of policies promoting migrant languages in education in Europe through an analysis of the direction and approach of the external constraints and incentives that influence policymaking at the national level. Thus, the article embarks upon an unprecedented analysis of official documents (e.g., covenants, regulations, directives, etc.) adopted (or unadopted) by the main international and supranational organizations that have an impact on national policies in Europe: the United Nations, the Council of Europe, and the European Union. The analysis identifies the prevalent attitude of such organizations toward migrant languages and classifies it according to an assimilation-pluralism dichotomy and a continuum that sees policy approaches as negative, symbolic, or positive. The findings show that both international and supranational organizations have been reluctant to actively promote the preservation of migrant languages 2 in education, thus explaining the generalized absence of significant national migrant language promotion policies in Europe. Ultimately, the results of the analysis will be interesting for academics in the fields of language, integration, and migration, and useful for practitioners at both the policymaking and the education delivery level.

From 24 years Poland gives shelter to refugees under the Geneva Convention of 1951 on refugee status and under the New York Protocol of 1967. Due to globalization, which causes mass migration, more and more immigrants come to Poland searching of safety and better living conditions. This article aims to reflect on the question of whether Polish teacher is prepared to work with the alien minors in school and whether it has cultural and intercultural competences. The article consists of two parts. In the first part the analysis of statistical data concerning the number of foreign pupils in Polish schools (divided into provinces) was done from the school year 2001/2002 to 2013/2014. This part also consists of law regulations knowledge associated with the education of the "Culturally different" children in the other cultural and educational institutions in Poland. The second part consists of characteristics of the teachers' and headmasters' competence and the difficulties they encounter in their work. In this part has been cited partial results of research based on qualitative interviews conducted by the author in 2011-2014 with teachers who teach foreign children in schools in Warsaw. It was also given an example of "good practice" schools that have developed their own methods of working with the immigrant students.

L’indagine sui “percorsi sociali, formativi e lavorativi dei Minori Stranieri Non Accompagnati (MSNA)” ha indagato la valenza di una doppia dimensione metodologica e strategica nei percorsi sociali, formativi e lavorativi dei MSNA: una presa in carico olistica capace di ottimizzare i percorsi e un’azione di facilitazione sociale, culturale ed informativa che deve caratterizzare l’erogazione dei servizi a favore dei MSNA

This paper ex-rayed essentials of education to migrant fisherman in Bayelsa state, Nigeria. The benefits of education to individual and national development cannot be over emphasized in the society. This is because the Government of every nation in the world strives to ensure that all members of the society have access to education. The paper indicated that National Commission on Nomadic Education (NCNE) has had very little or no impact on the lives of many migrant fishermen in Bayelsa State especially in terms of education. Hence the need for educating these Nigerian citizens was emphasized. The importance of education to migrant fishermen in Bayelsa State were specifically indicated in the paper. Similarly, strategies for implementing the programme of education for the migrant fishermen and the attendant problems were discussed. Suggestions were finally made and these include provision of fund and facilities for the programme by the Government. Teachers of the migrant fishermen should also be adequately remunerated and on regular basis. Finally, government should carry o ut enlightenment programmes to create awareness among the migrant fishermen in rural communities.

Τα Silent Books ή wordless picture books είναι αφηγήσεις που βασίζονται εξολοκλήρου στις εικόνες. Ενεργοποιούν τη φαντασία και δημιουργούν αφηγήσεις από τους ίδιους τους αναγνώστες. Μπορούν να λειτουργήσουν ισχυρά ως παιδαγωγικό και θεραπευτικό εργαλείο, ιδιαίτερα για παιδιά μικρής ηλικίας, πολύγλωσσά ή με αναπηρία.
Θυμάστε πόσο μας άρεσε να διηγούμαστε μια ιστορία βλέποντας μόνο τις εικόνες με δικές μας λέξεις πριν μάθουμε να διαβάζουμε; Κι όμως, αυτού του είδους η «ανάγνωση» δεν είναι απλώς μια αξιολάτρευτη  προ νηπιακή και νηπιακή συνήθεια, αλλά μια εναλλακτική μέθοδος ανάπτυξης αφηγηματικών δεξιοτήτων με πολλαπλά οφέλη για τους μικρούς αλλά και τους μεγαλύτερους φίλους μας.

Σε αυτήν ακριβώς τη μέθοδο στηρίζονται και τα silent books, μια μοναδική κατηγορία βιβλίων για παιδιά (κι όχι μόνο) που αφηγούνται ιστορίες χωρίς να υπάρχει το γραπτό κείμενο και βασίζονται  αποκλειστικά στην εικόνα! Είναι ένα δυνατό μέσο επικοινωνίας,  η εικόνα έχει φοβερή δύναμη και μπορούμε να περάσουμε πολλά μνήματα για την ισότητα την δημιουργικότητα την διαφορετικότητα  τη συμπερίληψη

Η παρούσα μεταδιδακτορική έρευνα διερευνά συστηματικά τη διδασκαλία της Ιταλικής ως ξένης γλώσσας στην ελληνική εκπαίδευση, από τις απαρχές της ιστορικής της παρουσίας έως σήμερα. Αφετηρία της μελέτης αποτελεί η διαπίστωση ότι η Ιταλική, παρά τη βαθιά πολιτιστική της εμβέλεια και τη σταθερή ζήτηση από την ελληνική κοινωνία, δεν έτυχε ποτέ της θεσμικής αναγνώρισης που της αναλογούσε από την ελληνική Πολιτεία. Στο πλαίσιο αυτό, αναδεικνύεται ο καίριος ρόλος της εκπαιδευτικής κοινότητας στην επιβίωση, προώθηση και εξέλιξη της γλώσσας. Βασισμένη σε μικτή επιστημονική μεθοδολογία (ιστορική και βιβλιογραφική ανασκόπηση, ποσοτική και ποιοτική έρευνα πεδίου), η εργασία καταγράφει και αναλύει τις εμπειρίες, τις εκτιμήσεις και τις διδακτικές εμπειρίες των διδασκόντων/ουσών της Ιταλικής, αναδεικνύοντας επιστημονικά και τεκμηριωμένα τη “φωνή” και τη συμβολή τους στον ευρύτερο επιστημονικό και πολιτικό διάλογο. Οι διδάσκοντες/ουσες σκιαγραφούνται ως γλωσσικοί ακτιβιστές (language activists), που με προσωπική δέσμευση, επιστημονική κατάρτιση, παιδαγωγική ευαισθησία και ουσιαστική αγάπη για τη γλώσσα και τον πολιτισμό που αυτή ενσαρκώνει, συμβάλλουν ενεργά στη διάχυση, τη βιωσιμότητα και τον εκσυγχρονισμό της διδασκαλίας της Ιταλικής στην Ελλάδα. Η μελέτη καταλήγει σε στοχευμένες προτάσεις εκπαιδευτικής πολιτικής για την αναβάθμιση της θέσης της Ιταλικής στη δημόσια εκπαίδευση, συνεισφέροντας θεωρητικά και πρακτικά στα πεδία του γλωσσικού σχεδιασμού, της διδακτικής των γλωσσών και της εκπαίδευσης πολιτικής.
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La presente ricerca post-dottorale indaga sistematicamente l'insegnamento dell'italiano come lingua straniera nell’istruzione greca, dalle origini storiche della sua presenza fino ai giorni nostri. Punto di partenza dello studio è la constatazione che l’italiano, nonostante la sua grande importanza culturale e la costante domanda da parte della società greca, non ha mai ottenuto il riconoscimento istituzionale che gli spetta da parte dello Stato greco. In questo contesto viene messo in luce il ruolo fondamentale della comunità educativa nella sopravvivenza, promozione e evoluzione di questa lingua.
Basata su una metodologia scientifica mista (ricostruzione storica, revisione bibliografica, ricerca sul campo, quantitativa e qualitativa), l’indagine raccoglie e analizza esperienze, valutazioni e pratiche didattiche dei/delle docenti di italiano, evidenziando in modo scientifico e documentato la loro “voce” e il loro contributo al dibattito scientifico e politico più ampio. I/le docenti vengono indicati/e come attivisti linguistici (language activists), che con impegno personale, formazione scientifica, sensibilità pedagogica e profondo amore per la lingua e la cultura che essa incarna, contribuiscono attivamente alla diffusione, sostenibilità e modernizzazione dell'insegnamento dell’italiano in Grecia.
Lo studio si conclude con proposte mirate di politica educativa per il rafforzamento del ruolo dell’italiano nell’istruzione pubblica, offrendo un contributo teorico e pratico nei campi della pianificazione linguistica, della didattica delle lingue e delle politiche educative.

Abstract: Líderes Campesinas (formally known as Organización en California de Líderes Campesinas) is the only statewide women farmworker's organization in the country. With historical roots stemming back to a 1988 Coachella Valley organization called Mujeres Mexicans, Líderes Campesinas gained nonprofit status in 1997. With headquarters in Pomona, California, the group has more than five hundred members who are organized through twelve local committees throughout the state. The organization works to improve ...

This paper will explore the effects of social interaction in a multicultural society on the formation of character and a values system in children. It will discuss how the school community can create a culture that supports every individual to explore one's values hierarchy while helping students to develop their character and flourish. It will argue that schools can help to foster a culture of inclusion where all can feel safe, valued and enabled to bloom. Schools that are firmly committed to developing the whole child give importance to character education. Character education is a systematic approach that helps students improve their moral judgment and thinking. It helps students to acquire basic human values. Character education becomes even more important in a multicultural context; it provides the essential tools that help one to be inclusive and integrate different beliefs. Humans are social beings and interact with others; this interaction helps individuals to change their attitudes to integrate within the group. The family, peers and schools provide groups of interactions that influence the children's character formation. They can provide groups of belonging where one can feel safe and widen one's belief system. The sense of trust created within groups of belonging provides a positive experience where one can examine one's beliefs and develop them. The role of the media and virtual groups should not be underestimated; in today's culture, they play an important role in values and character development.

High-stakes tests are often introduced to bring about change on educational practices and thus lead to pedagogical reform. The Field Knowledge Test (FKT) for teacher candidates of English in Turkey is an example of such an attempt. This study aims to giving voice to English language teacher educators and student teachers to view the FKT critically to investigate if it has brought about the intended changes and its impact on its main stakeholders. The study, first, presents Critical Language Testing (CLT). Then, it gives information on the context of the study. Data collection for the study involved 153 test takers and 23 teacher educators working at ELT Departments in Turkey. Two open-ended questionnaires were used to survey participants' perceptions of the FKT in terms of its impact on the nature of education they receive, their attitudes and feelings and also on their academic and personal lives. Analysis of data paved the way for further studies on how high stakes tests might or might not be efficient agents of change in various educational contexts.

The recent decade-long crisis of the Greek economy and the drain of highly skilled human resources to more technologically and economically advanced countries have significantly affected Greeklanguage education abroad. This research aims to highlight the language needs of students of the Greek Language and Culture Educational Units (TEG) in Belgium. The research was conducted on students of the last two grades of primary school, their parents and teachers who serve in the respective TEG. Research results show that the use of the Greek language is a conscious choice of parents at home, while there is a decrease in its use inside and outside the home by younger family members. Teachers, parents and students focus on acquiring conversational fluency, while students use the Greek language mainly when interacting with Greek speakers or their close environment. In the context of the formation of ethnocultural identity, the teaching of elements of history and culture acquires an important dimension, while the need for teaching the Greek language by specialized teachers is highlighted.

This study draws from in-depth interviews with 31 middle-class Chinese immigrant parents in Singapore to explore their discourse concerning their children's education and future. The findings reveal that these parents consciously distance themselves from the stereotypical Chinese 'tiger' parents who exercise strict control over their children and have high expectations for material and status attainment. Instead, they claim to have broadened definitions of success and prioritise their children's happiness and autonomy. Singapore is initially idealised by these parents as a relatively stress-free society, where they believe they can implement their desired parenting approaches. However, the study uncovers inconsistencies between the parents' professed beliefs and their actual practice. Despite their intentions, some parents admit to being controlling and maintaining high academic expectations. We argue that this inconsistency stems from the enduring influence of Confucian ideologies on Chinese family life, intertwined with deep-seated anxieties over class reproduction and the pressures of Singapore's achievement-driven society, which compel these parents to adopt the very expectations and practices they disavow.

The disparity between the educational attainment of Mexican heritage and White individuals illustrate a need for research on factors associated with the high educational attainment of some immigrant and first-generation students of Mexican descent. Using autobiographies, student interviews, and family interviews as data sources, this article explores one prominent theme that emerged: Students' desire to honor parental struggle and sacrifice with academic achievement-Ganas. The implications and recommendations for further research are discussed.

A partire dal principio personalista e di solidarietà sociale, il saggio indaga il ruolo di lavoro e istruzione quali strumenti fondamentali per l'empowerment delle persone con disabilità. Dopo un'analisi dei tratti principali della tutela giuridica del diritto all'istruzione e al lavoro nel contesto italiano, all'incrocio tra evoluzione normativa e giurisprudenza costituzionale, si valorizza il contributo offerto dalla Convenzione ONU sui diritti delle persone con disabilità per l'arricchimento del quadro giuridico. L'inclusione sociale è, infine, uno degli obiettivi del Piano Nazionale di Ripresa e Resilienza (PNRR) che sta cambiando profondamente la configurazione delle tutele per le persone con disabilità nell'ordinamento. Le conclusioni mettono in luce l'importanza dell'effettività delle norme attraverso l'azione del legislatore, l'attuazione da parte della pubblica amministrazione e il controllo giurisdizionale, al fine di garantire il diritto al lavoro e all'istruzione delle persone con disabilità nel contesto del progetto costituzionale italiano.

costituzionale democratico 24 : in tal senso depone, tra l'altro, la diffusa constatazione per cui il rispetto del contenuto essenziale dei diritti sarebbe condizione ineludibile per la realizzazione della dignità umana 25 , la quale, a sua volta, viene assunta a fondamento dello Stato costituzionale 26 , nell'ambito della tendenza a riempire la categoria della sovranità di contenuti 'di valore' 27 . 24 Sul legame tra sovranità statale, principio democratico, diritti fondamentali il riferimento obbligato è a V. CRISAFULLI, La sovranità popolare nella Costituzione italiana. (Note preliminari), in

In the present paper we tried to describe the educational needs of the adult refugees’ educators in the area of Leros, Greece. To collect our data, we used the qualitative approach and conducted interviews throughout the avalanche sampling, so that the participants could express their ideas and perceptions. Our sample consists of adult refugees’ educators working in NGO ECHO100PLUS, which is activated in Leros. The analysis of the data revealed the educators’ inexperience and lack of training, At the same time, those areas where trainers need further training, as well as their preferences for trainers and the type of training, were recorded.

TI-IN Network Inc extended its via satellite education program through the summer months to reach migrant schoolchildren who traditionally are victims of an interrupted education due to their mobile lifestyles. TI-IN's pilot project broadcasted interactive courses in reading, writing and math to migrant Montana students during the summer of 1992. Instruction was based on the objectives of the Texas Assessment of Academic Skills (TAAS) exam. The program included lectures, practice assignments and tests, interactive discussions via phone lines and on-air activities. Lessons were enhanced with graphics, videos and educational 'game shows.' The overall attitude of students and teachers was positive, grades improved and those taking the TAAS exam passed. Students expressed a desire to work in groups and teachers wanted to extend the program beyond four weeks.

Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development and their prior level of formal education. The present study contributes a concrete portrayal of what that association may look like by investigating a text corpus collected longitudinally from 38 students enrolled in Swedish for Immigrants. The texts were assessed by five experienced L2 teachers using the method of comparative judgement, which ascribes a holistic quality score to each text. The participants follow three study paths that reflect their varying levels of education, and statistical analyses revealed that study path significantly predicted the participants’ writing ability and their rate of writing development. Despite the small sample size and other limitations of the study, those results confirm the importance of treating educational background as a crucial factor in L2 writing research. Implications for curriculum design are discussed, and methodological challenges that further L2 research needs to address are highlighted.

Les élèves catégorisés par l’institution scolaire comme des élèves allophones nouvellement arrivés disposent, au titre de la prise en compte des besoins éducatifs particuliers, de droits compensatoires matérialisés par un accompagnement linguistique et pédagogique en unité pédagogique pour élèves allophones arrivants ou dans d’autres dispositifs spécifiques. En vertu du paradigme de l’inclusion de tous les élèves, ils sont inscrits en classe ordinaire et opèrent des va-et-vient entre leur classe et le dispositif. Cette situation induit des défis pour la forme scolaire et structure de manière singulière les relations d’enseignement et d’apprentissage ainsi que les relations sociales entre élèves. Nous proposons une lecture des adaptations de la relation pédagogique basée sur le rapport espace-temps.

Philosopher Byung-Chul Han argues that we are living in a transition from the "era of things to the era of non-things". According to his perspective, things do not determine the world we live in: information does. Consequently, the profession of translation has become increasingly mechanized to meet the high demand for "information", turning readers into compulsive consumers of words. Thus, there is a significant risk of confusing the symbolic representation of words with essential reality, neglecting the importance of context and paratext in the construction of meaning. This phenomenon can lead to a loss of meaning in the act of translation, diminishing its role as a bridge between cultures and languages. Borrowing from the axiom of Portuguese intellectual Rui Pereira in a society of "non-thought", it is crucial to reflect on how "translating in times of non-translation" operates. In this regard, the objective of this essay is to analyze how paratranslation, from the Vigo School, can be understood as a space of resistance against a process of reification of the other's existence in the act of translating. In the "AI era", where translation has become an increasingly mechanized act, the examination of the paratexts surrounding this process serves as a way to return to the fundamental condition of translation: the human condition.

This thesis illuminates the experiences of Ukrainian university students at Palacký University of Olomouc, Czech Republic, and Georg-August-University Göttingen, Germany. It examines the impact of higher education on integration. Both Czechia and Germany have a considerable Ukrainian community, including young Ukrainians seeking higher education. Therefore, it is important to investigate the experiences of Ukrainian university students in the Czech Republic and Germany, as well as the influence of higher education on their integration journey, if they aspire to achieve integration in the host country. A semi-structured interview method for data collection and a thematic analysis technique for data analysis are utilised. Social integration theory is employed as a conceptual and theoretical framework to discover the experiences of five students in each city. The thesis found that students in both cities are satisfied with their studies. They enjoy similar support mechanisms like free language courses and financial support, and similar challenges such as linguistic problems and cultural disparities. Due to country- based differences together with the experiences of students, various support mechanisms and challenges emerge as well. The study revealed that students in Olomouc experience discrimination more frequently than those in Göttingen. Students acknowledge that higher education has positive impacts on their lives and the integration process. They, nevertheless, believe that employment is the most significant facilitator of integration. The study also disproves the assumption that immigrants or refugees seeking higher education always want to integrate into the host community because some students in Olomouc desiring to return to Ukraine. The study, finally, found that nearly all Ukrainian students in Göttingen, want to stay and establish a life in Germany. Most students in Olomouc, however, are uncertain about their plans. They express a desire to leave Czechia for Ukraine or another country.

Raspollini. Questo è un articolo Open Access, sottoposto a un processo di revisione tra pari a doppio cieco, pubblicato dal Centro competenze didattica dell'italiano lingua di scolarizzazione e dal Servizio risorse didattiche e scientifiche, eventi e comunicazione del SUPSI-DFA/ASP in collaborazione con l'Alta scuola pedagogica dei Grigioni. L'articolo è distribuito sotto i termini della Licenza Creative Commons Attribuzione-Non commerciale-Non opere derivate 4.0 Internazionale (CC BY-NC-ND 4.0).

This article examines how the Education Leadership Foundation (a leadership development community based organization) in partnership with the Migrant Education Program use parent retreats for building leadership, and skill development of migrant farm-working families. Utilizing cooperative and community responsive practices, these retreats build on the Community Cultural Wealth (Yosso, 2005) in migrant communities as parents develop cohesive networks and community leaders to engage in school advocacy in the service of their children. This study draws from testimonios and participant observations to reveal the particular ways that social, familial, and resistant capital are activated. We examine the unique dimensions of leadership development within (im)migrant farmworker communities, and argue for the need to rethink the role of testimonios as a pedagogical tool in parent engagement and capacity building for leadership and agency in such communities.

The purpose of the presentation is to analyze and highlight ways of effectively teaching two subjects, “cultural trauma” and “social inclusion policies” of vulnerable groups in the context of a potential Erasmus Mundus postgraduate program. The presentation emphasizes on the importance of experiential learning and adult education in general building on selected educational techniques, different in each module, for teaching and understanding the relevant academic concepts. The highlighting and integration of teaching techniques and practices of adult education in postgraduate higher education is the main objective of the presentation. Through this process, an integration of teaching practices and strategies of adult education in higher education is attempted. The motivation for the present research was the fact that graduate level students more closely resemble adult learners in terms of characteristics, personality etc. The main axes around which the research is structured are peer-to-peer experiential learning and knowledge-based learning.

Community and campus partners face inherent differences due to their distinct cultures, assumptions, practices, and constituencies. How partners handle the resulting tensions can impact how well the partnership functions. This article introduces relational dialectics as a framework to think about recurring tensions as natural and normal when partners span structural and cultural boundaries to work together. The authors show how three common dialectical tensions work in campus-community partnerships. Next, the ways in which partners can use learning conversations to gather detailed information related to the dialectical tensions are detailed. The authors then demonstrate different ways partners can manage the tensions, and they explain the potential impact(s) of each strategy on the partnership. Finally, the implications of relational dialectics for competency building, engagement practice, and research on community-campus collaboration are considered. Commission (2001), and Wingspread meetings (Torres, 2000) have all established guidelines for community-campus partnerships. Each encourages partners to focus on trust, mutual respect, reciprocity, common interests, regular communication, and longterm sustainability when working together. Despite these valuable guidelines, however, precise processes for collaboration are not well understood and remain a "black box" . Collaboration across community and university "worlds" requires partners to span physical, relational, psychological, structural, and cultural boundaries (

Achieving inclusive and equitable quality education is at the heart of the United Nations' Sustainable Development Goal 4, particularly within the context of the European Education Area. As EU countries collaborate under the EU Action Plan on Integration and Inclusion (2021-2027), the emphasis on improving quality and equity in education is paramount. This report, a key output from the SIRIUS – Policy Network on Migrant Education, delves into the critical intersection of migration and education. It explores how 14 European countries address the challenges of educating migrant students, focusing on the crucial role of data collection and analysis. The report sheds light on existing data gaps and offers a foundation for future advocacy and policy development aimed at enhancing educational outcomes for migrant students.

Existing migration research has framed 'middling migrants' mainly in terms of transnational fluidity and flexibility, thus overlooking the issue of integration. This article adds to a burgeoning scholarship advocating a more locally embedded perspective (e.g. Meier, 2015b. Migrant Professionals in the City: Local Encounters, Identities, and Inequalities. New York and London: Routledge) by investigating the integration of immigrant teachers working in mainstream primary and secondary schools in the Asian city-state of Singapore. It is found that these immigrant teachers faced differentiated formal inclusion with respect to legal settlement, whereas their professional integration experiences also diverged between those who embodied certain 'mainstream' characteristics and those who did not. In negotiating professional integration, 'non-mainstream' immigrant teachers adopted a spectrum of strategies, but on the whole prioritised the pragmatic imperative to 'fit in', resulting in what may be termed muted diversification. In terms of broader ethnic and migration scholarship, this account serves to highlight the ways in which locally specific institutional and sociocultural conditions differentially shape middling migrants' experiences in respect to settlement and work. With regard to the Singaporean context, this article fills an empirical gap in migration research while also reflecting on the accommodation and management of diversity in education.