Young Migrants and Integration into Mainstream Learning in Schools

Fiona Smythe is a comparative education researcher at the Université de Bordeaux, France. Her research examines equitable education for culturally and linguistically diverse students in different school systems. Her publications include Young Migrants and Plurilingualism in Schools (Brill, 2024).

Series Editor’s Foreword
 Régis Malet
Foreword
 Stephen Dobson
Preface
Acknowledgements
List of Figures and Tables

PART 1: Immigration: Policies and Practices in France and Aotearoa New Zealand

Introduction to Part 1

1 Introduction
 1 The Context and Motivation for This Study
 2 Why Research with Young Migrants and Their Teachers?
 3 Why Compare France and Aotearoa New Zealand?
 4 Researcher’s Views, Hypothesis, Main Questions
 5 Terminology
 6 Overview of the Case Studies of Young Migrants in Schools
 7 Theoretical Aspects of the Research
 8 Structure of the Book

2 Immigration
 1 Introduction
 2 EU Anti-Immigration Policies
 3 Two Responses to the Refugee Crisis in France and Aotearoa New Zealand
 4 Conclusion: The Refugee Crisis and the Challenge to Educational Environments

3 National Identities: Histories of Immigrants
 1 Introduction
 2 Histories Still Influence the Present
 3 Who Is “Really” French or Kiwi?
 4 How Do Language and Culture Signify Belonging?
 5 Stereotypes of Immigrants
 6 New Zealand Stereotypes of Immigrants
 7 Comparing Histories of Immigration in Both Countries
 8 Conclusion: Stereotypes of Immigrants in Both Countries
 9 Secularity, Cultural Ideals and “Othering”
 10 Conclusion: Equity of Participation

4 Assimilation vs. Integration
 1 Introduction
 2 Assimilation through “Education of the Savages”
 3 Assimilation in France: The Background Story
 4 Assimilationist Past in New Zealand: From Missionaries to Multiculturalism
 5 Conclusion: New Zealand and France Share a Colonial Shame
 6 Steps along the Intégration/Integration Continuum
 7 Regional and Indigenous Languages
 8 Revival of Māori Language and Culture: Aotearoa New Zealand Turns towards Integration
 9 Conclusion: Different Versions of Integration
 10 How Does the Integration Model Look Today in France and Aotearoa New Zealand?
 11 Comparing Two Concepts of “Integration”
 12 Conclusion: Future Directions for Integration
 13 Conclusion: Assimilation vs. Integration

5 Integration and Young Migrants in Schools
 1 Introduction
 2 What Is Integration?
 3 OECD Integration Measures for Young Migrants
 4 Key Findings from This Study about School Integration and Young Migrants
 5 France and “Intégration” of Migrant Youth
 6 Aotearoa New Zealand and Migrant Youth Integration
 7 Conclusion: Integration as a Two-Way Process

6 Immigrant Students and “Success” in Schooling
 1 Introduction
 2 Defining “Success”: OECD Benchmarks, PISA Testing
 3 How Are Young Migrants Performing at School?
 4 Reducing the Performance Gap between Immigrant and Non-Immigrant Students
 5 The Negative Effects of Grade Repetition, Streaming and Vocational Tracking
 6 Conclusion: OECD Findings on Immigrant Students’ Success
 7 The Role of Parents in the Child’s Success at School
 8 The Child at the Centre of Contemporary Forms of Migration
 9 Studies of Parental Influence on Young Migrants’ Success
 10 Contextualising Studies in France and Aotearoa New Zealand
 11 Research Findings on How Parents Influence the Child’s Success at School
 12 How May Parents Influence the Child’s Success at School? 162  13 Conclusion: Definitions and Influences on Young Migrants’ Success at School

7 Asylum-Seeking and Refugee Families
 1 Introduction
 2 Seeking Asylum in France
 3 Proposed Changes to Asylum-Seeking Process in France, 2017–2018
 4 Expulsion of Asylum Seekers
 5 Housing for Asylum Seekers
 6 Families Living in CADA (Centre d’Accueil des Demandeurs d’Asile)
 7 Conclusion: Asylum-Seeking Parents
 8 Refugee Families in Aotearoa New Zealand
 9 Conclusion: Asylum Seeker and Refugee Families in Both Countries

8 Teacher Education: Preparing Teachers for Working with Immigrant Students
 1 Introduction: Teacher Education to Support Young Migrants’ Achievement
 2 Inquiry Processes
 3 CASNAV
 4 Example from New Zealand “Inquiry Model” (Ministry of Education tki.org.nz [te kete ipurangi])
 5 Conclusion: Teaching as Inquiry Model in Teacher Training

PART 2: Empirical Study/Field Research: Case Studies of Newly-Arrived Immigrant Students and Integration into Mainstream Learning in Two Schools—Bordeaux and Wellington

Introduction to Part 2

9 Methodology
 1 Introduction
 2 Aims and objectives
 3 Terrains of Field Research
 4 Organisation of Field Research
 5 Terrain 1: Schools
 6 Terrain 2: Teacher Education Institutions
 7 Terrain 3: Agencies Working in Refugee Resettlement
 8 Conclusion

10 The Case Studies: Qualitative Data on Integration into Mainstream Learning: 4 Newly-Arrived Immigrant Students and Their Classroom Learning Behaviours
 1 Introduction
 2 How the Case Studies Were Conducted
 3 Two “Special” Case Studies
 4 Testing the Hypothesis
 5 The Case Studies

11 Two “Special” Case Studies: Mahala (Iraqi, 12 Years Old, in the French School) and Bashiir (Somali, 17 Years Old, in the New Zealand School)
 1 Introduction
 2 Case Study of Mahala, 12 Years Old, Iraqi (in the French School)
 3 Case Study of Bashiir, 17 Years Old, Somali (in the New Zealand School)

12 Comparison of Qualitative Findings
 1 Introduction
 2 Student Surveys
 3 Results of Student Surveys in Both Schools
 4 Why Are Students Passive Learners in Mainstream Classes?
 5 Findings Compared: How Do Two Schools in France and Aotearoa New Zealand Integrate Newly-Arrived Immigrant Students into Mainstream Learning?
 6 Classroom Organisation (Teaching and Learning Style, Seating, Classroom Culture)
 7 Structure of Learning (Lesson Structure, Learning Activities)
 8 Language Use (Language of Schooling, First Languages)
 9 Summary: Students Work Actively in Plurilingual Learning Spaces
 10 Conclusion: Classroom Organisation, Structure of Learning and Language Use

PART 3: Conclusion: Young Migrants and Integration into Mainstream Learning in Schools

Introduction to Part 3

13 Conclusion to Findings: The In-Schools Study
 1 Introduction
 2 The In-Schools Study
 3 The Main Questions
 4 Testing the Hypothesis/Outcomes
 5 Looking Forward: Working Transversally across Borders

Index

This book is relevant for researchers in comparative education, migration studies, languages in education, supporting school achievement for young migrants, inclusive education. Additionally, it will be of great value to all teacher educators, pre-service and in-service teachers, mainstream teachers, and language-of-schooling teachers (in France and New Zealand particularly).