CHICAM

School as an arena for education, integration and socialization

Research Findings

There is a tendency to consider cultural integration on a par with linguistic integration. This means that integration is judged on linguistic ability, but the broader demands of multiculturalism as a holistic approach to understanding and exchange is ignored. This also means that the onus is on immigrants to fit in rather than on an exchange and dialogue being promoted between the immigrant communities and the host culture.

While refugee and migrant children have high educational aspirations these are often not supported by the pastoral and educational practices in schools. One particular area of concern in the formal sector is the lack of policies and practice in relation to long-term language acquisition. This involves support for the development of the new language and the retention and utilisation (e.g. for examination success) of their other languages.

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