Managing Diversity in Education: Languages, Policies, by David Little, Constant Leung, Piet Van Avermaet

By David Little, Constant Leung, Piet Van Avermaet

Variety - social, cultural, linguistic and ethnic - poses a problem to all academic structures. a few professionals, faculties and lecturers glance upon it as an issue, a drawback to the fulfillment of nationwide academic objectives, whereas for others it bargains new possibilities. Successive PISA reviews have laid naked the relative loss of luck in addressing the desires of numerous college populations and supporting youngsters enhance the competences they should achieve society. The booklet is split into 3 elements that deal in flip with coverage and its implications, pedagogical perform, and responses to the problem of range that transcend the language of education. This quantity positive aspects the newest study from 8 assorted international locations, and should attract someone occupied with the tutorial integration of immigrant teenagers and teens.

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I then present an alternative analysis of the causal factors underlying the underachievement of certain groups of immigrant and minority students that draws on a wider range of research data than has typically been considered in relation to the PISA data. Finally, I examine the extent to which relevant research findings have been incorporated into educational policy in two national contexts: Canada and the United States. In each context, there exists a considerable gap between policies and research evidence.

This report was significant in that the findings and recommendations were accepted by government officials and it prompted an end to withdrawal and separate language teaching units for EAL learners across the country. The end of separate provision for EAL learners meant that mainstreaming became the de facto policy in terms of provision for EAL learners; it was English as an Addit ional L anguage 29 regarded as an educationally principled way of ensuring equality of access and treatment. Mainstreaming in English educational policy means the integration of all students, regardless of language and ethnic backgrounds, into age-appropriate classes.

Despite the overwhelming negative impact of SES-related variables and the evidence regarding how long it takes EAL students to learn academic English, any attempt to invoke these factors in explaining school performance is met with a ‘no excuses’ response. Canada As noted previously, PISA data suggest that immigrant students in Canada perform relatively well academically in comparison to those in most other countries. The OECD (2010c) summarizes the Canadian profile as follows: PISA results suggest that within three years of arrival in Canada, immigrants score an average of 500 on the PISA exam, which is remarkably strong by international standards.

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