Supporting languages: The socio-educational integration of migrant and refugee children and young people

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dc.check.date2022-12-05
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisher.en
dc.contributor.authorHorgan, Deirdre
dc.contributor.authorMartin, Shirley
dc.contributor.authorO'Riordan, Jacqui
dc.contributor.authorMaier, Reana
dc.contributor.funderHorizon 2020en
dc.date.accessioned2022-04-13T13:37:46Z
dc.date.available2022-04-13T13:37:46Z
dc.date.issued2021-12-05
dc.date.updated2022-04-13T13:24:13Z
dc.description.abstractRecent 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.en
dc.description.sponsorshipEuropean Commission (Horizon 2020-SC6-Migration call. (Dec 2019–Nov 2022) European Commission)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHorgan, 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.en
dc.identifier.doi10.1111/chso.12525en
dc.identifier.endpage17en
dc.identifier.issn0951-0605
dc.identifier.journaltitleChildren & Societyen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/13082
dc.language.isoenen
dc.publisherWileyen
dc.relation.projectinfo:eu-repo/grantAgreement/EC/H2020::RIA/822536/EU/Integration Mapping of refugee and Migrant Children in Schools and Other Experiential Environments in Europe/IMMERSEen
dc.relation.urihttps://onlinelibrary.wiley.com/doi/full/10.1111/chso.12525
dc.rights© 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.en
dc.subjectChildren and young peopleen
dc.subjectMigranten
dc.subjectLanguageen
dc.subjectIntegrationen
dc.subjectEducationen
dc.titleSupporting languages: The socio-educational integration of migrant and refugee children and young peopleen
dc.typeArticle (peer-reviewed)en
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