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Language and Education Volume 32, 2018 - Issue 5: Engaging Language Policy from Macro to Micro Level: Migration and Language in Europe
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Original Articles

Denied inclusion of migration-related multilingualism: an ethnographic approach to a preparatory class for newly arrived children in Germany

Julie A. PanagiotopoulouFaculty of Human Sciences, Department of Education and Social Sciences, University of Cologne, Cologne, GermanyCorrespondence[email protected]
&
Lisa RosenFaculty of Human Sciences, Department of Education and Social Sciences, University of Cologne, Cologne, Germany
Pages 394-409 | Received 13 Dec 2017, Accepted 06 Jun 2018, Published online: 26 Oct 2018

Citations (17)

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Alice Chik & Silvia Melo-Pfeifer. (2023) Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers. Language Awareness 0:0, pages 1-19.
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Francis John Troyan & Nathalie Auger. (2023) ‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France. Language and Education 37:4, pages 500-515.
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Salla-Maaria Suuriniemi & Henri Satokangas. (2023) Linguistic landscape of Finnish school textbooks. International Journal of Multilingualism 20:3, pages 850-868.
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Celia Reddick & Vidur Chopra. (2023) Language considerations in refugee education: languages for opportunity, connection, and roots. Language and Education 37:2, pages 244-261.
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Francis John Troyan & Nathalie Auger. (2022) Unprepared for Superdiversity: Teacher Agency and Constraint in a Culturally and Linguistically Diverse French Elementary Classroom. Journal of Language, Identity & Education 0:0, pages 1-15.
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Xiao Lan Curdt-Christiansen. (2022) Family language policy and school language policy: can the twain meet?. International Journal of Multilingualism 19:3, pages 466-475.
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Thoko Batyi. (2022) Enhancing the quality of students’ academic literacies through translanguaging. Language, Culture and Curriculum 35:3, pages 303-316.
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Simone Plöger & Elisabeth Barakos. (2021) Researching linguistic transitions of newly-arrived students in Germany: insights from Institutional Ethnography and Reflexive Grounded Theory. Ethnography and Education 16:4, pages 402-419.
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Articles from other publishers (9)

Lisa Pagel & Aileen Edele. (2021) The role of different school organizational models in the psychological adaptation of refugee adolescents. European Journal of Psychology of Education 37:4, pages 1069-1092.
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Monica-Diana Podar, Alexandra-Maria Freţian, Zeynep Demir, Oliver Razum & Yudit Namer. (2022) How schools in Germany shape and impact the lives of adolescent refugees in terms of mental health and social mobility. SSM - Population Health 19, pages 101169.
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Marcus Emmerich & Ulrike Hormel. (2022) ‚Flucht‘ als Beobachtungsregime: Legitimation sozialer Schließung im Schulsystem. Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM) 1:1, pages 42-58.
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Elisabeth Barakos. 2022. Schule in Distanz – Kindheit in Krise. Schule in Distanz – Kindheit in Krise 151 172 .
Sílvia Melo-Pfeifer & Mara Thölkes. 2021. Language Learning of Adult Migrants in Europe. Language Learning of Adult Migrants in Europe 219 243 .
Céline Bauloz, Zana Vathi & Diego Acosta. (2020) 6 Migration, inclusion and social cohesion: Challenges, recent developments and opportunities. World Migration Report 2020:1.
Crossref
Ofelia García. 2020. Inclusion, Education and Translanguaging. Inclusion, Education and Translanguaging 11 20 .
Julie A. Panagiotopoulou & Maria J. Hammel. 2020. Inclusion, Education and Translanguaging. Inclusion, Education and Translanguaging 203 218 .
Magdalena Knappik, Corinna Peschel, Sara Hägi-Mead, Aslı Can Ayten & Tatjana Atanasoska. 2020. Inclusion, Education and Translanguaging. Inclusion, Education and Translanguaging 165 184 .

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