Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille A Comenius...
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Transcript of Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille A Comenius...
![Page 1: Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille A Comenius Regio Partnership National Conference Glasgow City Council.](https://reader036.fdocuments.in/reader036/viewer/2022062622/551d9da2497959293b8d20e6/html5/thumbnails/1.jpg)
Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
National Conference
Glasgow City Council has been working with the City of Marseille through a Comenius Regio Partnership
to devise policy and practice for the support of newly arrived young people to both cities during their transition from primary school to secondary
school.
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
The increasing numbers of migrant pupils presents challenges in implementing appropriate support strategies within the school to meet the needs of learners who are new to English/ French. This presentation focuses on examples of good practice developed and shared in Glasgow and Marseille.
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Cuthbertson Primary
•Multilingual multiracial inner city school•315pupils plus 70 nursery•L1 Profile: 50% Urdu, 10% English, 20% Roma, 20% Other• 29 languages spoken
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Our Educational Challenges
• Housing in catchment area leads to turnover
• Settled Communities – specific migration• Diversity of L1 development • Diversity of educational backgrounds• Cultural attitudes to education• Wide range of needs across any class
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
What the research tells us..• The better developed a child’s first
language is then the easier it is to acquire an additional language.
• Social use language develops quickly – up to 2 years (accent, expression, common phrases etc)
• Development of academic use of language can take 5 to 7 years i.e. the ability to express thought processes, use higher order skills (cf Bloom’s Taxonomy, transference of skills)
• All language develops best in contextualised learning, talk rich environments
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
So…
• Children need opportunities for continued development of home language
• Children need immersion in good role models of English
• Children may be understanding the cognitive demands of the lesson but unable to express this in English
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Meeting these challenges
•Language support•Focus on Teaching and Learning across the curriculum•Engaging the Community•Promoting Diversity
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Support for Language development• L1 in mainstream class from peers
• EAL throughout differing models at different stages as required
• Multilingual work as much as possible
• Buddies – paired reading, paired writing
• Volunteers in nursery• Nursery Buddies
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Teaching and Learning
• Careful planning to meet wide range of needs
• Initial baseline assessment • Active and interactive maths help
accessibility• Review levels/groupings of older children
regularly. For some EAL support at maths• Skills for life - basic counting, time and
money
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Engaging the community
• European Day of languages• Drop in sessions for parents• Home- link worker/ interpreters• Dual language book bags• Welcome pack• Celebrating diversityhttp://www.education-support.org.uk/teachers/ids/toolkit-for-diversity-primary/
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Transition
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Shawlands Academy •Multilingual, multiracial, inner city school
• Recent Arrivals:S1 - 10%S2 - 20% S3 - 15% S4 - 5% S5 -12% S6 - 17%
• Roll of 1200 12-18 year olds
• Bilingual pupils - 571 Recent arrivals – 162
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
P7 - S1 Transition Model For Newly Arrived Pupils
• EAL staff liaison• Transition meetings• Sharing records e.g.
language profiling• Homework clubs
• S1 visits to P7• Presentation to P7
parents by Shawlands SMT and S1, S6 pupils
• EAL staff liaison• Shawlands teachers to P7
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
P7 - S1 Transition Model For Newly Arrived Pupils (Cont.)
• Home link support workers meet with parents
• Homework club for newly arrived pupils
• EAL staff target newly arrived pupils during 2-day taster visit
• School uniform support
• 2 day taster visits
• Bridging the Gap
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
What have we learned from each other?
• Coup de Pouce/ Bridging the Gap• Importance of engaging and involving
families• Sense of belonging
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Un dispositif d’accueil et d’inclusion en collège
pour les élèves nouvellement arrivés en France (E.N.A.F.)
Collège Jules Ferry
Marseille
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Un dispositif pédagogique particulier
• Une équipe d’enseignants formés (Français, anglais, mathématiques)
• Des places réservées dans des classes particulières
• Des moments de travail collectif, en petit groupe: expression orale, théâtre, vocabulaire disciplinaire
• Une évaluation diagnostic dans la langue d’origine
• Une certification terminale• Une sortie progressive du dispositif
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Une inclusion progressive• Des progrès dans la langue
française qui se font de trois manières différentes:-par la socialisation avec leurs pairs-par le travail en classe (des disciplines
plus favorables: langues, sciences, mathématiques, arts …)
-par le travail en petit groupe homogène dans le cadre du DAI
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
Réussir l’accueil
• Les rencontres Comenuis ont permis à l’équipe française de revoir la manière dont nous accueillons les élèves et leurs familles
• Nous avons ré-organisé notre manière de travailler et pris du temps pour réussir un accueil qui favorise l’inclusion
20
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
• La transition entre le premier degré et le second degré:
• pas de transition particulière pour les élève ENAF mais un dispositif en réseau entre les établissements du premier et du second degré
• des projets communs menés dans les classes et une liaison forte entre les équipes
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
• La transition entre le premier degré et le second degré:
• une liaison forte entre les équipes• le réseau Jules Ferry/Saint-Louis regroupe 8 écoles autour du
collège
• un comité de pilotage intercycle organise le travail commun
• les équipes se retrouvent pour des moments de travail en commun
• les parents de primaire rencontrent le collège, des dispositifs variés d’accueil des parents dans le collège
• les équipes échangent sur chaque situation d’élèves avant et après la transition
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
•La transition entre le premier degré et le second degré:
Des projets communs menés dans les classes
• des enseignants de mathématiques, d’éducation musicale et de sciences qui interviennent dans les classes du primaire
• des enseignants du premier degré qui viennent travailler, avec leurs élèves, dans les classes du collège.
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
• Comparaison entre les systèmes d’accueil écossais et français
• Les migrants récents sont minoritaires (6% à Marseille, 15% à Glasgow). L’inclusion de ces élèves est une difficulté travaillée parmi d’autres: la déscolarisation, les difficultés de langage, les dyslexies, la précocité, ...
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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and
Marseille A Comenius Regio Partnership
comparaison entre les systèmes d’accueil écossais et français
• A Glasgow, l’accueil des migrants est organisé autour d’EAL service qui travaille et organise l’accueil dans les établissements
• A Marseille, l’accueil est confié à chaque établissement. Le service CASNAV vient apporter ponctuellement un soutien aux équipes qui le désirent. 25