Migrant Education

Existing migration research has framed ‘middling migrants’ mainly in terms of transnational fluidity and flexibility, thus overlooking the issue of integration. This article adds to a burgeoning scholarship advocating a more locally embedded perspective (e.g. Meier, 2015b. Migrant Professionals in the City: Local Encounters, Identities, and Inequalities. New York and London: Routledge) by investigating the integration of immigrant teachers working in mainstream primary and secondary schools in the Asian city–state of Singapore. It is found that these immigrant teachers faced differentiated formal inclusion with respect to legal settlement, whereas their professional integration experiences also diverged between those who embodied certain ‘mainstream’ characteristics and those who did not. In negotiating professional integration, ‘non-mainstream’ immigrant teachers adopted a spectrum of strategies, but on the whole prioritised the pragmatic imperative to ‘fit in’, resulting in what may be termed muted diversification. In terms of broader ethnic and migration scholarship, this account serves to highlight the ways in which locally specific institutional and sociocultural conditions differentially shape middling migrants’ experiences in respect to settlement and work. With regard to the Singaporean context, this article fills an empirical gap in migration research while also reflecting on the accommodation and management of diversity in education.

The attached book is the introductory guide to a set of teaching resources intended for migrant education in the UK.  The pack includes lesson starters, lesson plans, followup ideas and photographic and map resources all related to the wider issue of migrants and migration.  This introductory book offers short summaries related to the education and curriculum implications, the law, the history, the processes and the terminologies applied to refugees and asylum seekers in the UK .  The aim of the book is to support teachers in developing a curriculum and school atmosphere that is caring, compassionate, relevant and welcoming to migrants of all kinds including asylum seekers, trafficked young people and refugees.  I is relevant however to all schools seeking to reflect and creatively develop the wonderfully rich and diverse society of the UK in the 21st century.

This paper examines a field ridden with palpable and tangible silence: migrant inclusion within the Maltese post-secondary educational system. Focusing on the theme of difference and otherness, this paper studies whether inclusive practices inform migrant student experiences within Maltese post-secondary education. Employing a qualitative approach, I attempt to provide insights on the way migrant learner experiences are shaped and constructed within Maltese post-secondary education. Furthermore, this analysis engages with the political and educational theories of the philosopher Hannah Arendt to argue that what needs to be reimagined are forms of extra-territoriality, focusing on the needs of an intercultural educational ambience that places the vicissitudes not as a crisis but an opportunity for an emergent pedagogy.

Αρβανίτη, Ε. (2012). Σχεδιασμοί μάθησης και διαφορετικότητα στο πρόγραμμα εκπαίδευσης μεταναστών -Οδυσσέας. Στο Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμικότητα, Διοίκηση της Εκπαίδευσης και Οικονομική Κρίση στην Κοινωνία, το Σχολείο, την Οικογένεια (τομ. Α, σσ.51-61). Πάτρα: ΚΕΔΕΚ.

TEACHING PRODUCTIVITY AND ITS ENEMIES is a distribution of my original doctoral dissertation "Language Tangle : Predicting and Facilitating Outcomes in Language Education" ( http://hdl.handle.net/1959.13/804346 )  with a new title better reflecting its actual theme, barriers to teaching productivity.

Although the keys to teaching success are elusive, some of the destructive forces at work against success have enough constancy to be worth the trouble of a well-developed defence system. I will collectively describe forces acting against teaching success as “the enemies of language teaching productivity”.  A productive teacher is one who adds to the learning productivity of students. A productive student is one who  acquires and retains what needs to be learned (a skill, a body of knowledge or a method of thinking) with the most efficient use of his or her mental resources, time and money...

As a working teacher, I am concerned with managing the psychology of my students as well as my own. The “enemies” in this ghostly arena of the human mind are well known to any experienced teacher. However, the bulk of this book is concerned with other distractors – enemies without. Typically they take the form of individuals and groups within institutions who have agendas which clash with what the teachers and students are trying to achieve. Productivity for these other players has an altogether different meaning from the learner’s pursuit of knowledge...

Στο άρθρο αυτό διερευνώνται οι παραδοχές και οι στάσεις των εκπαιδευτών της ελληνικής ως δεύτερης ή ξένης γλώσσας σε σχέση με:
- τις μητρικές γλώσσες των ενηλίκων εκπαιδευομένων με μεταναστευτική προέλευση
- το βαθμό συμβατότητας της χρήσης της μητρικής γλώσσας με τη διαδικασία κατάκτησης της Γ2.
Η έρευνα πραγματοποιήθηκε στο διάστημα 2011-2013 σε δείγμα εκπαιδευτών διαφορετικών φορέων και δομών εκπαίδευσης ενηλίκων: στο πρόγραμμα «Οδυσσέας» της Γενικής Γραμματείας Διά Βίου Μάθησης και του Ιδρύματος Νεολαίας και Διά Βίου Μάθησης, στο Διδασκαλείο Νέας Ελληνικής Γλώσσας του Πανεπιστημίου Αθηνών, στο Σχολείο Νέας Ελληνικής  Γλώσσας του Πανεπιστημίου Θεσσαλονίκης και σε Κέντρα Επαγγελματικής Κατάρτισης. Στο πλαίσιο αυτό αξιοποιήθηκε ερωτηματολόγιο, που απαντήθηκε από 211 εκπαιδευτές και ημιδομημένες συνεντεύξεις με δείγμα 26 εκπαιδευτών. Εξετάστηκε, παράλληλα, ο λόγος των εκπαιδευτών του πεδίου για το θέμα που μας αφορά, όπως καταγράφεται σε επιστημονικά συνέδρια και ημερίδες.
Από την επεξεργασία των δεδομένων προκύπτει ότι ένα αριθμητικά σημαντικό μέρος των εκπαιδευτών της ελληνικής ως δεύτερης γλώσσας σε ενήλικες μετανάστες αναπαράγει νοητικά σχήματα μονοπολιτισμικής κατεύθυνσης, σύμφωνα με τα οποία οι εκπαιδευόμενοι «οφείλουν» να ακολουθήσουν μια διαδικασία έκθεσης ή και «εμβύθισης» στην ελληνική γλώσσα και τον ελληνικό πολιτισμό. Σε ένα τέτοιο πλαίσιο η χρήση της μητρικής γλώσσας γίνεται αντιληπτή περισσότερο ως «εμπόδιο»  για την επιτυχή ένταξη και, ακόμα και στις περιπτώσεις που περιγράφεται ως «ανθρώπινο δικαίωμα», περιορίζεται στον εκτός του εκπαιδευτικού πλαισίου χώρο.  Ως προϋπόθεση για την εκμάθηση της Γ2, έτσι, και για την εξασφάλιση προοπτικών κοινωνικής κινητικότητας περιγράφεται το αίτημα της εξομοίωσης με έναν ιδεατό «φυσικό ομιλητή»-πρότυπο, ως μια διαδικασία μετάβασης του εκπαιδευόμενου από τη μητρική στη δεύτερη γλώσσα και από τον πολιτισμό της χώρας προέλευσης στον «πολιτισμό–στόχο». Σε ένα τέτοιο πλαίσιο αφομοίωσης («βίαιης» ή «συναινετικής») αντικείμενο διαπραγμάτευσης αποτελεί μόνο το επίπεδο «ομαλότητας» ή εξασφάλισης της «συναίνεσης» στη μετάβαση.
Ειδικά οι εκπαιδευόμενοι με μεταναστευτική προέλευση περιγράφονται από την ομάδα αυτή εκπαιδευτών ως γλωσσικά και πολιτισμικά ελλειμματικοί,  στερημένοι από μορφωτικό κεφάλαιο, με χαμηλά προσόντα και δεξιότητες, και οι μητρικές τους γλώσσες ως αξιολογικά «κατώτερες» σε σχέση με την «πλούσια» ελληνική γλώσσα. Η γλωσσική ηγεμονία σε βάρος της αποδοχής του πολιτισμικού πλουραλισμού, της διαπερατότητας των ταυτοτήτων και της πολλαπλογλωσσίας, υποβαθμίζει τις ταυτότητες των εκπαιδευομένων από ομάδες «χαμηλού κύρους» και καθίσταται μια εμπειρία «αποδυνάμωσης» μέσω της γλωσσικής και πολιτισμικής προσαρμογής. Στο πλαίσιο αυτό, τα κίνητρα εκμάθησης της ελληνικής γλώσσας κατανέμονται σε «ευγενή-ανώτερα» (όπως οι ελληνικές σπουδές, η επαφή με τον ελληνικό πολιτισμό, η γνώση της γλώσσας με στόχο την ίδια τη γλώσσα) και σε «χρηστικά-κατώτερα» (όπως οι καθημερινές ανάγκες επιβίωσης). Τελικά, ενώ για το μετανάστη η χρήση της μητρικής γλώσσας περιγράφεται ως εμπόδιο, ως ένα βάρος από το οποίο χρειάζεται να απαλλαγεί στο βαθμό που επιδιώκει την επιτυχή κατάκτηση της γλώσσας της χώρας υποδοχής, για τον «πολιτισμικό επισκέπτη» η μητρική γλώσσα εμφανίζεται ως προσόν, στοιχείο υπερηφάνειας και εργαλείο για την εκμάθηση της δεύτερης γλώσσας.

Patent claims define the protection scope of the intellectual property sought by the patent applicant or patentee. Broad claims are valuable as they can describe more expansive rights to the invention. Therefore, if these claims are too broad a potential infringer will more easily argue against them. But if the claims are too narrow the scope of protection of the intellectual property is greatly reduced. Patent claims have to be, on the one hand, determinate and precise enough and, on the other hand, as inclusive as possible. Therefore patent applicants must find a balance in the broadness of the scope defined by their claims. This balance can be achieved by the choice of words with a convenient degree of semantic indeterminacy, by the choice of modifiers or other strategies. In fact, vagueness in patent claims is a desirable characteristic for such documents. A quantitative and qualitative analysis of a corpus of 350 U.S. patents provides a promising starting point to understand the linguistic instruments used to achieve the balance between property claim scope and precision of property description. To conclude, some issues relating vagueness and pragmatics are suggested as a line of further research.

[ The original PhD dissertation may be read and authenticated from the website of the University of Newcastle, NSW, at http://hdl.handle.net/1959.13/804346 ]

This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions.

A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers.

The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure.

It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors.

Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities.

Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies.

In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher.

The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills.

A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity.

It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.

This paper aims to contribute to the methodological toolbox of “pedagogy-driven corpus-based research” (Gabrielatos 2006), that is, research which is situated at the intersection of language description, pedagogical lexicogrammar, and pedagogical materials evaluation (e.g. Harwood 2005; Hunston & Francis 1998; Kennedy 1992; Owen 1993). The contribution of the present paper mainly lies in proposing a method of triangulating the corpus-based evaluation of lexicogrammatical information in EFL coursebooks, by way of examining a relevant corpus sample of learner written output.

Dopo una breve riflessione sulle politiche migratorie italiane degli ultimi decenni, il contributo offre una sintetica panoramica della disciplina legislativa italiana delle politiche di immigrazione. Soffermandosi sul permesso di soggiorno con scadenza, sul permesso di soggiorno di lungo periodo e sulla cittadinanza, si indicheranno i requisiti linguistici fissati, le procedure stabilite per la loro verifica e, quando previste, le attività formative obbligatorie. Inoltre, sulla base degli esiti delle sessioni di marzo 2019 e febbraio 2020 del Test di conoscenza della lingua italiana a livello A2 somministrato dai CPIA in accordo con le prefetture e grazie alle osservazioni fatte da un gruppo di docenti di lingua italiana per discenti di lingua straniera, noti anche come A23, in servizio nei CPIA, il contributo si propone di capire se le criticità osservate nel corso degli anni sono state affrontate.


This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.

This report is part of the EU-funded research project Upstream. The title of this Work Package is ‘The politics of mainstreaming’, and this report explores the mainstreaming of migrant integration policies in the United Kingdom. In doing this, it addresses three central questions:
 What forms of mainstreaming can be identified in the United Kingdom?
 How have these mainstreaming policies come about? What factors contributed or obstructed the mainstreaming of integration governance?
 Why has or has not integration governance been mainstreamed in the various cases? What explanations can be found for the mainstreaming of integration governance?

In the report, these questions are discussed in relation to the more recent British migration and integration history, and they are subsequently be pursued with particular reference to the policy areas of ‘education’ and ‘social cohesion’. In answering these questions, we focus on England and Wales, as integration and education policy have been devolved competences for much of this time in Scotland and Northern Ireland, where there have been some departures to the general picture in England and Wales. In order to set the scene for the next work package, which will address the local level, we will also outline the policy areas in relation to two selected local government authorities in England – the London Borough of Southwark and Bristol City Council.

Abstract. References to other scholars’ work is an important component of research writing, and one which requires careful attention in order to convey the writer’s stance toward the reported propositions and their relationship to each other and to the writer’s own work. Second language writers often find it difficult to master the skill of selecting appropriate forms for reporting verbs, and this is an area in which English for Academic Purposes (EAP) materials and teachers are called upon to provide guidance. However, accounts of reporting verb usage have demonstrated that this is a complex area, and simple prescriptions or proscriptions are not sufficient: appropriate choices are dependent on the relationship between form and function, both locally and globally in the citing text. The present paper extends the existing research literature on reporting verbs by examining some of the factors which guide the citing writer’s choices. Implications for the EAP classroom are also taken up.

Europe is on the move. After years of seclusion the borders of Eastern Europe opened signifying the end of a political system, which seemed good in theory, but in practice suppressed civil rights. Many things came to pass - the Cold War ended, a political system failed, war broke out, confederations were broken down into smaller national states and many people were sacrificed before the altars of political, geographical and socio-economic stability. A new era of mass migration had begun; refugees, asylum seekers, those seeking work, those looking to repatriate all crossed borders during this time period.
    Precisely at this time, the European Union members met in a bid to improve educational policies for these new immigrants in search of a better life. This paper describes and examines Greek policy towards intercultural education by comparing it with the general educational tasks of the European Union and the educational systems in France, Germany and Italy. These countries, all members of the European Union, represent different categories of migrational status and policies. In addition, these countries have influenced the structure of Greek society in one way or another over the last two centuries.

L’articolo parte dall’analisi del contesto costituzionale nell’ambito dell’istruzione e della scuola, incentrandosi in particolare sul rapporto tra funzione scolastica, centralità della persona e ruolo dei pubblici poteri. Su tale base, verrà proposta
la qualificazione della scuola come comunità, intesa quale formazione sociale attraverso la quale si forma e svolge la personalità degli individui. Il quadro teorico proposto verrà quindi messo alla prova attraverso l’analisi di due ambiti specifici del settore scolastico, all’interno dei quali la tenuta della rete costituzionale costituita dagli articoli 33 e 34 e 2 e 3 Cost. raggiunge il livello di “rottura” più elevato. I casi analizzati sono la disciplina dell’accesso all’istruzione degli studenti
disabili e degli studenti stranieri. In sede di conclusioni, il quadro normativo verrà riconsiderato sulla base dell’analisi dei due casi di studio, inserendo la variabile, decisiva nel determinare il livello di corrispondenza tra quadro costituzionale e quadro normativo di attuazione, del finanziamento del “diritto allo studio”, la cui effettiva realizzazione risulta condizionata dagli investimenti finanziari garantiti in tale ambito dall’intervento pubblico, anche alla luce della giurisprudenza costituzionale (ed europea) in termini di natura economicamente condizionata del diritto all’istruzione.

Im Rahmen einer kultur- und religionssensiblen Bildung wird versucht, mit Hilfe des Filmes "Anatevka" Schüler mit Migrationshintergrund bei ihrer Integration zu unterstützen. Schüler werden angeregt, über kulturelle Unterschiede nachzudenken und mögliche Lösungen für potentielle Konflikte, wie im Film ersichtlich, vorzuschlagen.

This corpus-based study seeks a connection between lexical bundles and vocabulary in Business English coursebooks used in Bangkok, Thailand with a BELF (Business English Lingua Franca) corpus developed from business stories in English newspapers published in Thailand. It also discovered patterns within the Thai BELF corpus that reveal cultural and other attributes of Thai BELF.

The SSC examination is a high-stakes standardized public examination in Bangladesh because of its nature, purpose, function and significance. It has long been assumed that a high-stakes second/foreign language examination exerts a powerful influence on language learning and teaching; and this influence is seen working in a backward direction, and hence is the term ‘washback’. That is, washback is a concept that stands for the impact of a test on the teacher and the learner, the educational institution, the educational system and the society as a whole as well. The present study was therefore designed to investigate the relations of washback to the teachers of English as a foreign language (EFL) at the SSC level in Bangladesh, and anticipated enriching the existing relevant literature as well as improving the testing system and hence the language education. To carry out the study, data were collected from 100 EFL teachers teaching at the SSC level in different schools in both rural and urban areas. Then the data were analyzed by employing the descriptive and contextual methods as well as the SPSS programme module. The analysis of the data revealed that the teachers taught EFL to their students for scoring good grades in the SSC examination. Based on the findings, the researcher put forward some recommendations on the tasks, activities, methods and techniques of the teachers, responsibilities of the authority concerned, modification of the materials and reformation of the testing system.

This paper aims to explore the developments of different concepts of culture in Turkish–German Migrant Cinema before and after German Unification. Key questions addressed will be:
1. How do these films express cultural differences and to what extent does this representation follow traditional concepts of culture?
2. How is the interconnectedness of cultures articulated and how far does this relate to current notions of interculturalism and transculturalism?
3. Which are the key differences of former migrants’ cinematic representations in pre- and post-unified Germany?
Unlike common perceptions, this paper will argue that most films, including productions by celebrated directors such as Fatih Akın, continue to draw on traditional concepts of culture that break with the strong transcultural perspectives voiced by the same directors. While there is a development from rather separatist multicultural and intercultural representations in Turkish–German cinema before Unification towards more interconnected transcultural portrayals in post-Unification films, many contemporary productions maintain monocultural perspectives. All this seems to follow trends originating from German Cinema about migrants but there is also evidence that a traditional concept of ‘Kanaken’ culture developed in and disseminated via Migrant Literature and Cinema has made its way into German film.

This article draws on life history interviews of undocumented Mexican high school and university students from rural communities in central and eastern Washington. Although these youngsters face similar impediments to those of their
metropolitan counterparts, we find that they face a constellation of rural disadvantage. We highlight three important, interrelated, aspects: negative exposure to immigration enforcement activities, limited opportunities for educational assistance and poor community infrastructures to promote educational success. As undocumented young people
across the country navigate the day-to-day challenges of their legal limitations, scholars, policymakers and educators would be well served to take into consideration the ways in which local contexts differently shape pathways of incorporation.

This Discussion Document on Learning to Live Together-Thailand highlights the importance of how a nation needs to make holistic strategy decisions regarding education. The document shows how education interfaces with social, cultural, economic, and political spheres of a nation as an integrated system, and how the lack in one sphere, disrupts the coherence of another sphere. It is critical that Thailand is included in this discussion series, as it has been in the Asian vanguard for the past three decades in terms of economic and social development, humanitarian efforts, and policy development.
Thailand is a natural choice to study education and Learning to Live Together since it has undergone an on-going educational reform process, has participated and cooperated with UNESCO and other major educational organizations in conducting international education initiatives and evaluations, and embraces the concepts embedded in the LTLT philosophy. The nation understands the essential value of education as indicated by its national budget for education - perhaps the highest percentage of its GDP in the world. It has developed a sophisticated educational plan with well-reasoned policies. Its cultural emphasis on King, culture, and Buddhism are naturally inclined to learning, diversity, inclusiveness and peaceful living. With the coming ASEAN integration, it is only natural that Thailand would demonstrate leadership and initiative since Thailand was an original ASEAN member and has been a leader amongst the ASEAN community in its development. It has not only influenced the region, but has made its mark in the larger world.
Included in this discussion document are short summaries of Thailand’s socio-economic and political contexts, the issues that have recently arise or have been long-standing concerns – most of them intertwined with education and the associated objectives linked to LTLT - and they certainly all figure heavily in current economic, political, and educational policies and debates. Issues most pressing are the disparities and inequalities found in the social and economic spheres, but also crossing into the educational sphere.
The past success of family planning has led to a greying society with labor shortages, rural to urban migration, and a glut of college graduates. The large number of refugees and migrant workers, their high fertility, lack of social nets, basic education, and recognition by the state are also assimilating into unintended factors that beg for attention. The sometimes wide chasm between education policy and classroom practice is great and hindered by economic disparity, teacher shortages, preferences for bureaucratic management styles, cultural narrowness, social stratification, urban draw, and political self interest. Overcoming these obstacles does not yet make bridging the idealistic intentions of educational reform with the traditional ways of teaching and learning a particularly graceful process. Yet, with the resilient and tenacious qualities inherent in Thai people, the chances of a better, brighter future are within reach if the nation can extend its philosophical goodness beyond the inconsistent urge to aggrandize the superficial that now handcuffs it.

This programmatic paper is about rethinking intercultural education in our work and teaching (a) with migrants, refugees, and asylum seekers in particular who are among us – and how they view, relate to their countries of origin and the communities, life worlds and identities they’ve left behind. And (b) our engagement with students in a host of countries, many of whom who are potential migrants, to guide them more critically in their thinking about possible exodus. It explores key dialectical oppositions. In TEFL and elsewhere, ever more educators are teaching migrants and preparing lessons about migrants and ‘Human Flow’ (tinyurl.com/weiflow), and also helping to prepare students of all ages in a slew of countries for future envisioned migration, homeland adieu. The GISIG/LiTSIG IATEFL PCE in Manchester April 2020 (postponed to the Harrogate GISIG PCE June 2021 https://gisig.iatefl.org/pce-2021/) is centered on a spectrum of teaching ‘migrant narratives’, fiction and non-fiction, a timely focus in current global issues inside teaching English as a foreign language. Breaking down binaries should be our guiding watchword. Equity cum togetherness, solidarity not stigma. Countering our ‘me-first society’.
      Yet the focus here is to highlight a controversial aspect of present-day migrant upsurge often neglected in analysis: its iterated deleterious blowback back home in the countries of emigration outflow, in terms of demographics, skills, expertise and talent drain, national implosion, also encompassing the downsides of exodus of educational migrants, both students and academic colleagues (Bothwell 2020 tinyurl.com/recruit999). The article seeks to stimulate a broader rethink of critical public pedagogy (CPP) on migration and its myriad aporias (tinyurl.com/apo987), its irresolvable internal contradictions, to stay or to leave, and the dialectics between those positions. Pernicious blowbacks abound within exponentialized global neoliberal precarity, cutbacks in social services; ‘post-socialist’ anomie and socio-economic freefall are especially severe in most Balkan countries: Bulgaria, Serbia, Croatia in stark particular. This is interlaced with falling demographics, due to population exodus and a declining fertility rate in most post-socialist counties in Eastern Europe, such as Hungary, Poland. Bulgaria, my second home for nearly three decades as a long-standing educator, in a personal sense an ‘academic migrant’ for the ‘long haul’ (tinyurl.com/oversea99), is focused on as iconic exemplar of such blowback.
      But that drain of brain, muscle, multiplex skills, expertise – human capital in all vocations and age brackets – is also pronounced across much of the Global South, and is mounting in the present ‘refugee crisis’ and enduring mayhem of planetary Capital’s multiple dys-functionalities and imbalances. Guy Standing, The Precariat. The New Dangerous Class (2011, 90 https://tinyurl.com/precar99) notes: “Migrants make up a large share of the world’s precariat”, and are perceived in parallax as victims, villains, heroes. Goodfellow (2019) looks at migrants in the UK and the xenophobia they face. Standing has a full chapter on migrants (pp. 90-114). COVID-19 is a further Black Swan disruptive trigger within webs of traumatizing neoliberal precarity, touched on in the paper.
      The article goes on to explore rethinking a more critical migration public pedagogy and its challenges, likewise addressing the need to ‘decolonize’ multilingualism and craft a manifold decolonial migration pedagogy – coupled with a robustly counter-hegemonic TEFL. Today TEFL has become a massive, ever-expanding, corporate-infused, resolutely neoliberal instructional industry that remains a key and complicit migration arch-Enabler. The article also taps ideas in two areas too little known inside critical pedagogy: xenosophia  to counter xenophobia – and perspectives from phenomenological xenology (Waldenfels) as germane for such a migration CPP. It likewise broaches aspects of the Society of the digital Spectacle (a la Debord) in nexus with Human Flow in Spectacle 2.0, and urges a frame for migration public pedagogy that is resolutely post-capitalist in core orientation.
      In my view, a ‘decolonial educator’, self-decolonizing in their praxis, needs also to encourage migrants to think about returning to their homelands, to rebuild there where they are often urgently ‘needed’. The guiding vision and its radical praxis in migration teaching, research and policy should strive to turn walls into bridges of social and socialist solidarity, horizontality, autonomy and open borders. Yet open borders where ever more individuals have no need to flee from their homes and homelands. The motto: ‘Go abroad, OK – but strive to return and stay!’, envisioning a balanced dynamic of ‘circular↔migration’ (OIIP 2019, 19ff. tinyurl.com/balknew2030), building the mutual grassroots struggle for radical social transformation in people’s home countries of exodus and host lands of influx.
      It comprises eleven sections: I. Introduction  II. Critical Public Pedagogy (CPP) as epistemic frame  III. Exodus exponentialized: Human Flow’s destructive impact back home  IV. A case in critical point: Bulgaria as iconic exemplar V. Rethinking migration pedagogy  VI. Social justice and equity in migration pedagogy inside TEFL  VII. Decolonizing migration pedagogies and literacies, multilingualism  VIII. Teaching EFL through a more parallactic lens  IX. Critical diopters on Otherness  X. Society of the Spectacle 2.0: teaching for “dangerous citizenship”
XI. Conclusion

A WE-based English Communication Skills Course at a Turkish university

Yasemin Bayyurt
Boğaziçi Univesity, Turkey
&
Derya Altinmakas
Kultur University, Turkey

Introduction

In this chapter, we introduce the stages of the development and implementation of a course entitled “Oral Communication Skills in English,” which was developed by the authors of this chapter and taught by the second author (Derya Altinmakas). This course was based on the theories of World Englishes/English as an International Language (WE/EIL)  and their application to different English language teaching contexts, and offered in the Department of English Language and Literature. The chapter is divided into two major sections. In the first section, we give background information on the history of English language teaching in Turkey and the status of the English language in the Turkish Higher Education System as well as the institutional context for the English language course we have developed. In the second section, we describe the content of the course in details, including students’ reflections on the WE/EIL based English course. The chapter ends with a brief discussion of unexpected institutional changes, which were both influenced by and influenced the implementation of the course, in order to illustrate the importance of institutional contexts and support for the successful curricular innovation.

Literacy experiences and Diversity in Nursery school from the child’s perspective. Exploring the transition of immigrant children to Primary school. First results of an ethnographic fieldwork in Rhodes.

According to the latest PISA and IGLU studies, the educational system seems to fail to efficiently support children that are socially disadvantaged and/or with migrant backgrounds in incorporating them into the school reality. In many countries this problematic issue was interpreted as a need to design early intervention language programs. During the last years, most of EU member-states have applied new and modern curricula for a qualitative preschool education. Special emphasis was placed on literacy development, through a rich oral and printed language environment. In Greece a new National Curriculum was prepared and implemented. The basic principle states mentioned that Nursery school should provide opportunities to empower the cultural identity, the children’s own language and support the role of language development in all programs.
One of the key points in education, which is related with school success, is transition from Nursery to Primary school. A number of children often present insurmountable difficulties during this transition. This is a challenge for all children, and requires certain educational skills and experiences such as access to literacy. According to Batsouta (2009), the majority of nursery school educators relates transition to children’s migrant background. In particular, they consider transition problematic due to their language, social and emotional “deficits” from the one side, and the unreadiness of school to deal with diversity from the other.
Within the framework of my doctoral thesis, which concerns transition from nursery to primary education, I have conducted a long-term ethnographical research in Nursery and Elementary schools in Rhodes. My observations concern the literacy activities that take place in the class, and focus on the learning opportunities and the language support, that are offered to children with migration history. Since the majority of immigrant population on Rhodes comes from Albania, all of my focus children are Albanian descended. The first results of my research, on how all the above affect transition to Elementary school, are to be presented in this paper.

Cette publication tend à aller à contre-courant des idées reçues sur la place, la représentation et le rôle de l'interprète professionnel lorsqu'il réalise sa tâche en mediaiton sociale. C'est à l'aide de la notion de paratraduction que, sur les seuils du traduire, j'ai voulu instaurer en Traduction et Interprétation en Milieu Social (TIMS) une nouvelle perspective invitant à considérer la pensée du seuil comme étant essentielle pour comprendre le «traduire» de l'interprète au quotidien, car, contrairement à la conception régnante, la traduction n'est pas que passage.

CULTURAL IDENTITY, MINORITY POSITION AND IMMIGRATION: TURKEY’S JEWISH MINORITY VS. TURKISH-JEWISH IMMIGRANTS IN ISRAEL
Abstract
The foundation of the state of Israel attracted masses of Jewish immigrants from all over the world. Turkey’s Jews joined in these waves of migration and there remained only a small minority community in today’s Turkey. The migratory flow of Jews from Turkey to Israel resulted in the formation of a distinct immigrant community in Israel – namely the Turkish Jews – who has maintained their cultural ties with the home country. Cultural identity formation, in these cases of a specific minority and an immigrant group, is relevant to ethnic and immigrant studies especially with respect to nation-state formations and constructions of national identities in Turkey and in Israel. This article highlights on the complexity of cultural identity for minority and immigrant groups in the processes of assimilation/integration comparatively. It deals with the identity questions that Turkey’s Jews and Turkish Jews in Israel face with regards to the definitions imposed by the nation building structures in both countries respectively. The discussion utilizes the results of field research composed of in-depth interviews with Turkish Jews in Turkey and in Israel. It also makes a comparative assessment of the interviewees’ interplay with their identities from the pool of ‘Turkish’, ‘non-Muslim’, ‘Jewish’, ‘Israeli’, ‘El Turco’, ‘Sephardim’ or ‘Oriental’ categories.
Keywords: Turkish Jews, Jewish, Minority, Immigrant, Identity, Israel

It is known that Florida school employees known as Migrant Advocates facilitate or broker MSF health care access for migrant and seasonal farmworker (MSF) families, but it is not known how states without a Migrant Education Program might also broker MSF health care access. To address this, present study examines the role of school employees in brokering health care access to immigrant Mexican and Indigenous Guatemalan MSF families in Connecticut. Informed by prior work, interviews (n = 12) with parents and elementary school employees showed that (1) a vast array of non-Migrant Advocate school employees, mostly Latinx women, directly brokered physical and psychosocial MSF health care access, often through developing deep social relationships and (2) barriers to brokerage included language inaccessibility, school employee gaps in knowledge of MSF health care needs, and transportation and related structural issues. Importantly, the school’s location near MSF homes is an important contributor to the success of the school’s brokerage efforts. Findings offer insight into how a school health broker model might be implemented, and advance understandings of MSF health and health care access.

The article conceptualizes community-school partnerships (CSP) as racial projects. Drawing on data from a mixed-methods study of how CSPs increase belonging for migrant youth, the article reveals existing tensions in CSPs from migrant youth (N = 63) and stakeholder perspectives. Viewing CSPs through a racial project lens allows researchers and practitioners to identify, in both design and implementation, spaces of tension where attempts to disrupt the existing status quo and structure opportunity can ultimately reproduce inequality, especially given the "commonsense" logic of racial projects and coherence of neoliberal ones about belonging and immigrant integration. Implications for understanding CSPs as racial projects are discussed.

This article examines how the Education Leadership Foundation (a leadership development
community based organization) in partnership with the Migrant Education Program use parent
retreats for building leadership, and skill development of migrant farm-working families. Utilizing
cooperative and community responsive practices, these retreats build on the Community
Cultural Wealth (Yosso, 2005) in migrant communities as parents develop cohesive networks
and community leaders to engage in school advocacy in the service of their children. This study
draws from testimonios and participant observations to reveal the particular ways that social,
familial, and resistant capital are activated. We examine the unique dimensions of leadership
development within (im)migrant farmworker communities, and argue for the need to rethink
the role of testimonios as a pedagogical tool in parent engagement and capacity building for
leadership and agency in such communities.

Η πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευσης των πληθυσμών που αναζητούν καταφύγιο και μια καινούρια ζωή στην Ευρώπη. Η γνώση της τοπικής γλώσσας είναι απαραίτητη για τον πληθυσμό αυτό, προκειμένου να επιτύχει τη βελτίωση της κοινωνικοοικονομικής και επαγγελματικής του κατάστασης. Στην Ελλάδα, τις προηγούμενες δεκαετίες υπήρξε πρόνοια για την γλωσσική εκπαίδευση μεταναστών/ριών από δημόσιους φορείς και ταυτόχρονα από πρωτοβουλίες εθελοντικών ομάδων. Ωστόσο, κατά την πρόσφατη προσφυγική κρίση σημειώνεται δραστηριοποίηση κυρίως ανθρωπιστικών οργανώσεων και εθελοντών/ριών σε αυτόν τον τομέα, ιδιαίτερα σε ό,τι αφορά εφήβους άνω των 15 ετών και ενήλικες.H μελέτη εστιάζει σε περιβάλλοντα μη τυπικής εκπαίδευσης που προσφέρουν δωρεάν μαθήματα γλώσσας σε μετανάστες/ριες και πρόσφυγες 15 ετών και άνω. Στόχος είναι η διερεύνηση: α) του προφίλ και των στόχων των εκπαιδευτών και των μαθητών/ριών, β) των μεθόδων διδασκαλίας, γ) του κλίματος ...

Despite the importance of lectures in higher education, relatively little is known about lecture discourse. To contribute to our understanding of this genre, this paper presents a comprehensive overview of lecture functions, i.e. what lecturers use language for. The functional overview is based on a qualitative analysis of lectures from the British Academic Spoken English Corpus and findings from existing research. Six main functions were identified: informing, elaborating, evaluating, organizing discourse, interacting and managing the class. This functional analysis of the lecture genre should be of interest to both genre analysts in the field of academic discourse and English for Academic Purposes practitioners.