Policy and Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain

ABSTRACT

Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the ‘new’ immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in state-funded schools in the Republic of Ireland and Spain – both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings.

Keywords:

• immigration
• education policy
• Ireland
• Spain
• language support
• multilingual countries

5. Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ Gabriela Rodríguez Pizarro, Special Rapporteur of the Commission on Human rights in A/57/292, Human rights of migrants, Note by the Secretary-General. 9 August 2002.

² It should be noted, however, that Western Europeans are a more advantaged group.

³ For further information see Merike and Smyth (2016).

⁴ The Intercultural Education Strategy 2010–2015 states that ‘given the diversity of cultures now present in Ireland, it is not possible to commit to teaching all mother tongues in mainstream education provision’ (DES and OMI 2010, p. 47).

⁵ Other associated supports include the distribution of language assessment kits to primary and post-primary schools, in-service provision for language support teachers, guidelines on EAL for all teachers, and a booklet on intercultural education in both primary and post-primary schools.

⁶ A DICE project focuses on the development of intercultural education within initial teacher education. The programme is funded by the Irish Aid and is currently operating in the 5 Colleges of Education that cater for the pre-service formation of primary teachers in the Republic of Ireland.

⁷ Spain in divided into (17 Communities and the 2 autonomic cities of de Ceuta y Melilla), which makes the situation very complex.

⁸ In the Spanish context, although it is supposed to be a comprehensive system, there is the possibility of introducing measures or specific programmes available to certain students outside the ordinary classroom. For instance, linguistic programmes for immigrant students, special programmes for learning disabilities or special programmes for disabled children.

⁹ Aulas Enlace in the Community of Madrid, Aulas d’acollida in Catalonia, Aulas Temporales de Adaptación Lingüística in Andalusia, Aulas de inmersión Lingüística in La Rioja, Aulas de inmersión lingüística in Asturias, Aulas de Acogida, among others. Currently some of these classrooms are under reform due to the economic recession of the country.

¹⁰ In Madrid (García, 2010; García et al., 2010); in Andalucía (Guerrero, 2013; Ortiz, 2011); or for the case of Catalonia (Espelt, 2009; Oller and Villa, 2008; Vila et al., 2009).

¹¹ Fore more information see: http://www.mothertongues.ie/partners.html.