Facilitative Practices to Promote Migrant Children's Agency and Hybrid Integration in Schools: Discussing Data from Italy, Poland and England

Autor/inn/en	Baraldi, Claudio; Farini, Federico; Slusarczyk, Magdalena
Titel	Facilitative Practices to Promote Migrant Children's Agency and Hybrid Integration in Schools: Discussing Data from Italy, Poland and England
Quelle	In: Language and Intercultural Communication, 23 (2023) 2, S.151-166 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baraldi, Claudio) ORCID (Farini, Federico) ORCID (Slusarczyk, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2096054
Schlagwörter	Immigrants; Personal Autonomy; Audio Equipment; Video Technology; Cultural Context; Language Proficiency; Personal Narratives; Immigration; Social Environment; Foreign Countries; Acculturation; Cross Cultural Studies; Elementary School Students; Social Integration; Classroom Techniques; Class Activities; Classroom Communication; Student Participation; Teacher Student Relationship; Inclusion; Poland; United Kingdom (England); Italy + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Individuelle Autonomie; Audio-CD; Language skill; Language skills; Sprachkompetenz; Erlebniserzählung; Soziales Umfeld; Ausland; Akkulturation; Cultural comparison; Kulturvergleich; Soziale Integration; Klassenführung; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Polen; Italien
Abstract	This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing that facilitation is influenced by children's language proficiency. The construction of narratives can be context for the negotiation of hybrid integration, at the intersection between forms of facilitation, social and cultural contexts and personal trajectories and experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01