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Supporting languages: The socio-educational integration of migrant and refugee children and young people
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Date
2021-12-05
Authors
Horgan, Deirdre
Martin, Shirley
O'Riordan, Jacqui
Maier, Reana
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Publisher
Wiley
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Abstract
Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co-creation methodologies with children, parents, educators and policy-makers to examine and develop key indicators of migrant children's socio-educational integration. It discusses Irish findings related to language and migrant children's participation and belonging in school, highlighting children's concerns over the lack of a diverse language culture and low value placed on preserving heritage language in Ireland and across all six EU partner countries.
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Keywords
Children and young people , Migrant , Language , Integration , Education
Citation
Horgan, D., Martin, S., O’Riordan, J. and Maier, R. (2022) ‘Supporting languages: The socio‐educational integration of migrant and refugee children and young people’, Children & Society, 36(3), pp. 369-385. doi: 10.1111/chso.12525.
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© 2021 National Children's Bureau and John Wiley & Sons Ltd. This is the peer reviewed version of the following article: Horgan, D., Martin, S., O’Riordan, J., & Maier, R. (2022). Supporting languages: The socio-educational integration of migrant and refugee children and young people. Children & Society, 36: 369– 385, which has been published in final form at https://doi.org/10.1111/chso.12525.This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.