Including migrant worker children in the learning and social context of the rural primary school

Abstract

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This article arises out of a 3-year qualitative study (January 2008–December 2010), which focused on identifying the experiences of stake-holders (children and parents of Eastern European heritage and their teachers), where migrant children enter primary schools which have previously had limited exposure to cultural and linguistic diversity. Although many migrant children settle successfully and progress within the UK education system, much can be done in terms of educational policy and practice to ensure that these learners are appropriately supported. This article examines some of the factors impacting upon migrant children's learning and well-being, and offers guidance to practitioners as how to develop inclusive and individualised learning and social contexts for these learners.

Keywords:

• migrant children
• EAL learners
• inclusive learning and social contexts