Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students

Øystein Lund Johannessen; Sílvia  Almeida; Nathanaël Friant; János  Gordon Győri; Jarmila  Duhacek Sebestova; Janne  Støen; Dina  Tsagari; Hildegunn  Fandrem

Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students

Øystein Lund Johannessen, Sílvia Almeida, Nathanaël Friant, János Gordon Győri, Jarmila Duhacek Sebestova, Janne Støen, Dina Tsagari, Hildegunn Fandrem

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

Original language	English
Title of host publication	International perspectives on migration, bullying, and school
Subtitle of host publication	implications for schools, refugees, and migrants
Editors	Hildegunn Fandrem, James O’Higgins Norman
Place of Publication	London
Publisher	Routledge
Number of pages	17
ISBN (Electronic)	978‑1‑003‑43920‑2
ISBN (Print)	978‑1‑032‑57133‑1, 978‑1‑032‑57403‑5
Publication status	Published - 25 Nov 2024

Publication series

Name	Routledge Research in Crises Education
Publisher	Routledge

Keywords

Europe
Cross-cultural studies
Prevention
Education
Inclusion
School
Migration
Immigrants
Inclusive education
Bullying
TRIBES project
Newly arrived migrant students (NAMS)
Second-language learning
Well-being
School system
Country of reception

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

Johannessen, Ø. L., Almeida, S., Friant, N., Gordon Győri, J., Duhacek Sebestova, J., Støen, J., Tsagari, D., & Fandrem, H. (2024). Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students. In H. Fandrem, & J. OH. Norman (Eds.), International perspectives on migration, bullying, and school: implications for schools, refugees, and migrants (Routledge Research in Crises Education). Routledge.

Johannessen, Øystein Lund ; Almeida, Sílvia ; Friant, Nathanaël et al. / Diverse responses to differing, complex realities : inclusive educational programmes for newly arrived migrant students. International perspectives on migration, bullying, and school: implications for schools, refugees, and migrants. editor / Hildegunn Fandrem ; James O’Higgins Norman. London : Routledge, 2024. (Routledge Research in Crises Education).

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abstract = "This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students{\textquoteright} need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.",

keywords = "Europe, Cross-cultural studies, Prevention, Education, Inclusion, School, Migration, Immigrants, Inclusive education, Bullying, TRIBES project, Newly arrived migrant students (NAMS), Second-language learning, Well-being, School system, Country of reception",

author = "Johannessen, {{\O}ystein Lund} and S{\'i}lvia Almeida and Nathana{\"e}l Friant and {Gordon Gy{\H o}ri}, J{\'a}nos and {Duhacek Sebestova}, Jarmila and Janne St{\o}en and Dina Tsagari and Hildegunn Fandrem",

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Johannessen, ØL, Almeida, S, Friant, N, Gordon Győri, J, Duhacek Sebestova, J, Støen, J, Tsagari, D & Fandrem, H 2024, Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students. in H Fandrem & JOH Norman (eds), International perspectives on migration, bullying, and school: implications for schools, refugees, and migrants. Routledge Research in Crises Education, Routledge, London.

Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students. / Johannessen, Øystein Lund; Almeida, Sílvia ; Friant, Nathanaël et al.
International perspectives on migration, bullying, and school: implications for schools, refugees, and migrants. ed. / Hildegunn Fandrem; James O’Higgins Norman. London: Routledge, 2024. (Routledge Research in Crises Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Diverse responses to differing, complex realities

T2 - inclusive educational programmes for newly arrived migrant students

AU - Johannessen, Øystein Lund

AU - Almeida, Sílvia

AU - Friant, Nathanaël

AU - Gordon Győri, János

AU - Duhacek Sebestova, Jarmila

AU - Støen, Janne

AU - Tsagari, Dina

AU - Fandrem, Hildegunn

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PY - 2024/11/25

Y1 - 2024/11/25

N2 - This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

AB - This chapter addresses the situation and needs of newly arrived migrant students (NAMS) as they encounter the school system in the country of reception. International migration has been on the increase all over Europe. Previous research has shown that the emphasis on, and organizing of, second-language learning, where NAMS will learn the language of instruction in their new school, is of utmost importance when it comes to their inclusion and well-being. The chapter concludes that neither existing integrative nor segregated efforts for NAMS seem to be sufficiently adjusted to these students’ need for inclusion. This points to the importance of future research to focus more on the social, in addition to the linguistic and academic needs of NAMS throughout the induction phase.

KW - Europe

KW - Cross-cultural studies

KW - Prevention

KW - Education

KW - Inclusion

KW - School

KW - Migration

KW - Immigrants

KW - Inclusive education

KW - Bullying

KW - TRIBES project

KW - Newly arrived migrant students (NAMS)

KW - Second-language learning

KW - Well-being

KW - School system

KW - Country of reception

UR - https://doi.org/10.4324/9781003439202

M3 - Chapter

SN - 978‑1‑032‑57133‑1

SN - 978‑1‑032‑57403‑5

T3 - Routledge Research in Crises Education

BT - International perspectives on migration, bullying, and school

A2 - Fandrem, Hildegunn

A2 - Norman, James O’Higgins

PB - Routledge

CY - London

ER -

Johannessen ØL, Almeida S, Friant N, Gordon Győri J, Duhacek Sebestova J, Støen J et al. Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students. In Fandrem H, Norman JOH, editors, International perspectives on migration, bullying, and school: implications for schools, refugees, and migrants. London: Routledge. 2024. (Routledge Research in Crises Education).

Diverse responses to differing, complex realities: inclusive educational programmes for newly arrived migrant students

Abstract

Publication series

Keywords

UN SDGs

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Cite this