Organisation of Integration by Teacher Academy

Simona, Italy

2016-11-28 14:16:17 UTC

Hi everyone

Dovremmo omologati

2016-11-28 15:04:18 UTC

Gianni Stival - Italy

gianni_stival — 2016-11-28 15:22:17 UTC

In Italy (secondary school) the students are quickly integrated in classes together with other students preferably of the same age, then they follow specific courses of italian as a second language

we don't have emigrants yet

1canislupus22 — 2016-11-28 15:41:41 UTC

cristinamalinverni — 2016-11-28 15:47:06 UTC

In schools where I taught, very often the boys had arrived in Italy from children and spoke Italian, but I remember a few cases where the boys came already in the frequency of high school age so now flowing, in this case generally, they were placed in classes with their peers for some of the time, but they were also followed by language teachers who took them out for intensive courses of Italian language, in order to help them learn the language first, necessary to understand all the material and follow the textbooks. The hours of Italian depended very much on the economic availability of the school.

alessandro

phantomjet — 2016-11-28 15:47:33 UTC

In my school the new arrival where integrated in classroom, but they are flanked with a teacher that help them to learn italian and the rules of the school. Somethimes they work in the classroom and sometimes they work individually with one teacher.

2016-11-28 15:57:15 UTC

Hi, I'm Adriana. I am a teacher of technical subjects in an Institute of Higher Education. In my classes, since they are in Messina, there are many foreign students, even those with the barges arrived from Africa. Click and integrate slowly. our welcome is very affectionate.

Angelo, Rivoli, Italy

Angelo — 2016-11-28 16:01:02 UTC

In my school there is not yet this problem, but the day that we will have to face it, I believe the Submersion model will be chosen if we have to insert a few young immigrants, or the Parallel model if young immigrants will be many and there will be protests by Italian students and parents.

Angelo — 2016-11-28 16:01:19 UTC

Evi Karella-Greece

spevispevi — 2016-11-28 16:30:32 UTC

We don't have migrants in our school yet but I want to believe that we will do the best for them when the time comes

antonella-italy

antonellacaprarelli — 2016-11-28 16:33:39 UTC

very interesting videos

Despoina Amarantidou, Greece

damarant — 2016-11-28 16:35:15 UTC

The authorities of my Prefecture have been thinking of Parallel Integration. So far classes have been taking place into the Hot Spot of my town.

damarant — 2016-11-28 16:38:50 UTC

Cinzia,Italy

2016-11-28 16:45:27 UTC

In my school they work in the classroom and sometimes they work individually with one teacher.

Anna, Salento Italy

2016-11-28 16:47:40 UTC

In my school the reduced number of migrants we have makes us use the submersion system of integration. The students go into regular classes and follow classes in Italian. However from time to time , according to the availability of teachers, they are taken out of the class to follow individual lessons mainly in Italian and English.

In my school there are a lot of migrant and we are working for their integration, we are organising one whole-school professional development day where potential requirements and actions are discussed with all staff members.

rosadilonardo — 2016-11-28 16:51:50 UTC

Marina Italy

2016-11-28 16:51:52 UTC

I teach in a secondary high school and at the moment I haven't refugees but only students of different foreign countries who know Italian (sometimes better than mothertongue students!. I remember when I taught in middle school some courses of Italian were organized in the afternoon but for few hours and they weren't surely enough for foreign students ( for ex chinese).

Chiara A

2016-11-28 17:01:17 UTC

In the Italian primary school, foreign children come directly to the school, but in a lower class than they should attend. This also depends on the outcome of a test, which tests the knowledge and skills of the student. If you are lucky you can have a cultural mediator: unfortunately the hours are very few; the mediator goes to school, and out of the classroom follows the child.
At school the teachers simplify the objectives, while, at the same time, when the child can be followed for hours outside the classroom for early literacy.
The Italian school has recently introduced a new training course for teachers, just to meet the needs of foreign students. Good start but insufficient for me.

Konstantinos, Arta, Greece

kostavask68 — 2016-11-28 17:09:48 UTC

There is not organized integration of newly arrived migrant students yet in my school

In my school, at the moment...

personeni_sara — 2016-11-28 17:16:08 UTC

In my school, at the moment, integration is organized as a SUBMERSION: newly arrived migrant students are directly introduced in class and they have to attend regular lesson in host-country language. They can get the support during Second Foreign Language hours, but this support is not normally exhaustive or vey effective, as I can see in my school ( a low secondary school). However, teachers can simplify contents and adapt their assessment.

Emilia

2016-11-28 17:23:54 UTC

I'm an Italian teacher at a secondary school. I'm in charge of the newly arrived migrant students. In my school they are put into classes according to their age. They attend regular lessons but also special classes to learn Italian. I think this is could be a good compromise to encourage integration and , at the same time, meet thier need to learn the new language as quick as possible. However I think that the Italian school system should reconsider the national syllabus and its assessment criteria which is inconsistent with the new reality.

In two of my classes there is a submersion model of integration... the newly arrived migrant students follow lessons in italian language (which they don't really understand) with the other pupils... even if they are really willing to learn (and that facilitates our job) I think that it would be better for them to learn italian first with additional lessons and then to be included in the classroom

alessandra_marini1 — 2016-11-28 17:42:32 UTC

Angelina Alberico, Italy

2016-11-28 17:57:56 UTC

I am a teacher of primary school and in my school migrant children are placed in classes according to their age and then you follow them a course to learn as soon as possible because the Italian language. They are also helped in the integration from their classmates.

In our school, Syrian refugees are arriving at school from 2 to 6 in the evening. They meet Greek pupils for two hours, and they study greek and arabian language. They also take part in common activities with Greek pupils.

2016-11-28 18:06:33 UTC

Ornella Millerba

2016-11-28 18:15:03 UTC

I teach in two class with a great number of immigration student. This is a good opportunities to know news things

Nikos, Greece

nickefthymiou — 2016-11-28 19:06:10 UTC

Schools in Greece can not decide the intergatin method.This is centaly organized.I Prefere the Paralel Method.

Marialuisa

2016-11-28 19:22:57 UTC

Hello everyone

Margherita Italy

2016-11-28 19:49:12 UTC

As Gianni said, in Italy (secondary school) the students are quickly integrated in classes together with other students of the same age and then they follow specific courses of italian as a second language during regular lessons with a specific teacher

Integration in my school for the refugees and migrants by Toni from Italy Rome.

2016-11-28 19:52:58 UTC

In my school there are more migrants than refugees. First of all the school organizes language courses for them during the lessons in the morning and sometimes in the afternoon. Then they receive free books from school. And finally they receive useful addresses for their basic needs.

frantzeska Chanou

fchanou — 2016-11-28 20:10:56 UTC

In my school there aren't refugees or emigrants so far. As far as I know, the educational policy isn't so well organised to integrate the children to Greek school.

Christina, Greece

crest_lou — 2016-11-28 20:24:53 UTC

This year in Greece Ministry of Education launched the parallel model of integration for students aged 6-15 years old. Students are taught greek language, english language, mathematics, gym, theater and ICT in public schools from 2 to 6 every day. In the future, kindergardens will start their service inside the camps of refugees. There is no provision for students aged 16-18 years old till now.

Lena Rossiou, Greece

rossiou — 2016-11-28 20:42:51 UTC

In the Intercultural Lyceum School of Thessaloniki, Greece that I work, it is implemented the 1st model of school integration in which all students study with normal pupils.
Although all students are migrants or refugees and thee are classes in which none student speaks Greek and 1-2 students speak english.
It is necessary to become a change in another model

Our deals with creating language support and courses to create a positive place in which to integrate Marina ITALY

2016-11-28 20:50:30 UTC

Helen, Italy

2016-11-28 21:01:43 UTC

In the school I teach in , the submersion model is the one most commonly used as there is little money for extra lessons. However, whenever possible, the integration model is preferable.

I don't know if I can call it submersion, but the newly arrived migrant students at our school attend regular classes, they don't understand the language, the only goal for now is for them to manage to integrate socially at school. Personally I think we lack on educational integration stucture.

twinplazaki — 2016-11-28 21:05:58 UTC

Simona, Italy

2016-11-28 21:30:52 UTC

In my school integration is organised as SUBMERSION but I think there aren't any good results. Students from other countries don't learn anything, there's a great confusion and their entire education is due to personal volunteering support and work by the teachers. The government don't help us, don't give us any technical or money support we really need.

MARIA SIOMPOTI

2016-11-29 07:21:37 UTC

Young children are taught in the kindergarten which is organised in the camp. Children between 12-18 years old, go to schools near the camp, mostly in parallel integration.

Joserra, Spain

2016-11-29 07:27:15 UTC

In our school we have a language teacher who works only with those migrant students who have difficulty with the language. They are given special languages classes during the whole course. For two years those students taking special languages classes are not evaluated in that subject and thus their curriculum is not affected

Dadi, Italy

2016-11-29 08:53:56 UTC

In my school, pupils are integrated in the class preferably according to their age. First, teachers make sure that the newly arrived child become part of the class by cooperative works and team games. Teachers plan specific activities that provide foreign students with a basic linguistic competence. Foreign pupils attend every kind of lessons together with their mates. Advantage: They seldom leave their class and can integrate themselves immediately.

Disadvantages: The school can count on its internal resources only, so it’s sometimes not possible to organize an efficient support group. It’s often very hard and chaotic to take care of newly arrived children and difficult cases too. Every classroom would be provided with technological instruments in order to guarantee a more accessible work.

Dadi,Italy

2016-11-29 08:57:59 UTC

Gaia, Italy

gaialombardi69 — 2016-11-29 09:09:53 UTC

In Italian primary and low secondary school we have an integration model, with specialised teachers helping new arrived to learn the basis of Italian language and the rules of the school, but the most of the time the students are integrated in the classroom.

In my school the model of integration is submersion. All foreigns students are quickly integrated sometimes without knowing their histories, their real cultural background.

rossellabattafarano — 2016-11-29 10:34:13 UTC

Angela, Greece

2016-11-29 10:51:29 UTC

In my region there are classes organised in campsites but some refugee children attend regular classes as well.

Elena FP, Italy

2016-11-29 10:54:16 UTC

The main model in my school is the second one (Integration), ie newly arrived students attend some classes with the other students (usually English, Maths, PE, technical subjects) and they also attend Italian language courses during most theoretical classes like History, Literature etc. Such courses cater different levels of knowledge of the Italian language and involve kids mainly during the first part of the year. Later, immigrant students can attend so-called 'workshop' in which they can learn subject-specific language and thus, get the communication tools to study those subjects on their own (gradually, of course).

Simona S.

2016-11-29 10:59:11 UTC

In Italian schools is organised "Diritti a scuola", where Italian and foreign students (migrants ) can improve maths and italian

Sabrina, Italy

sabriross — 2016-11-29 11:07:52 UTC

new arrived migrant students have to face many efforts on their own. Sometimes they are provided with L2 courses and they are supported with extra hours of teaching in other subjects. ( In the afternoon they can stay at school supported by the help of their teachers together with their classmates who need help in that subject). If one one hand the advantage is that they are equally treated like other students on the other hand, they are requested a greater load of work.

The Ministry of Eduction in my country for immigrants has palallel classes and into the Hot Spot.

xalbanaki — 2016-11-29 11:12:18 UTC

Claudia dC

2016-11-29 13:55:00 UTC

In my school there are only few migrants students. They are in the classroom with all students and hear lessons in italian language; but for some hours they take lesson in english about italian language.

Carol (Italy)

carol_f — 2016-11-29 14:32:09 UTC

In Italy schools have an inclusive method. Students can’t be separated, they attend school in normal classes. Teachers and classmates ususally help them. Local administrations take part to this process providing teachers who know the language of the migrants. Sometimes schools organize laboratory projects to include them and to discover their culture.

Roberta, Italy

2016-11-29 14:44:44 UTC

Imm

Roberta, Italy

2016-11-29 14:45:40 UTC

kalliopiperri — 2016-11-29 15:07:47 UTC

Refugees will come to our school but we don't know when exactly. The initial plan is not to interfer with the pupils during the morning timetable. They will come to the school after 1400 and they will be taught by teachers that don't work here from 800 to 1400.

In my Polish school we don't have refugees but sometimes we have Polish children who were bought up abroad in their host country languages. Despite having Polish parents, their Polish language is poor. If the language is a problem they are supported with additional lessons.

user_1412625417 — 2016-11-29 15:47:48 UTC

gumusesma722 — 2016-11-29 15:49:06 UTC

Esma/ Turkey
In our school we dont have any educational policy to integrate the new comers. We only visit them and try to understand somethings about their life conditions. We dont provide them any additional class. Our government policy is poor. We should change the educational system immediately.

Laura,Italy

pagnozzi_laura — 2016-11-29 16:14:14 UTC

I teach at a high school, math, and this year I immigrant pupils who do not speak our language, in my class there is the support prof.re that follows these guys, in the language and explains the words that do not They include. They have the same age peers and learn quickly the language.
other years were organized language classes in the afternoon for these pupils in difficulty.

I haven't had any experience with refugee students yet. However, I suppose the most important challenge is giving them the feeling of normal life focusing on a sense of safety and acceptance.

mec972 — 2016-11-29 16:25:28 UTC

For the moment we haven't received any newly arrived migrant students, however it is most likely that this will soon change, sine Greece is been receiving thousands of migrants and efforts are made for them to attend classes, however this process is unacceptably slow and it still does not prioritize integration.

natdrak — 2016-11-29 16:32:22 UTC

Helen, Ireland

helen_p_english — 2016-11-29 16:33:02 UTC

In my school newcomer students with English language needs are supported with extra EAL classes which take place when their classmates are learning Irish. Newcomer students get an exemption from Irish and this frees up space in their timetable to access EAL support classes

2016-11-29 17:54:41 UTC

In my school, there are not migrant students but as I know, our educational system have adopted the third model .

Alina Popa- Romania

2016-11-29 18:07:13 UTC

In my area aren``t refugees, but at national thereare a few. So the guvern try to solved there integration problem especially for integration inwork field.

Vicky Archondi, Greece

vicky_archondi — 2016-11-29 18:12:59 UTC

To my knowledge, Parallel Teaching and gradual integration is so far applied in Greek schools with regard to immigrants. However, the educational policy should be adapted and enriched if we wish to have succesful results.

Angelamaria Galderisi, Italy

soleemare_a — 2016-11-29 18:13:11 UTC

At present in my school there aren’t newly arrived migrants, so I can just make hypothesis about the way to organize integration. I don’t think it is a good idea to teach them in separate classes for a certain period of time or certain subject. One of the first goal of teaching should be integration so it would be senseless to separate newly arrived migrant in schools instead of making them feeling to be part of a new situation.
Moreover, I would suggest the cooperation of some linguistic mediators to help students to learn the language of the host country.

prof_cau — 2016-11-29 18:23:28 UTC

Foreign students are placed directly in classes according to age and level of education in their country of origin. So they are mostly followed by cultural mediators who teach Italian. And this for the first few months of the school year. Pia plane are involved in all school activities and extracurricular differentiating the objectives to be achieved compared to the Italian comrades.

Clara, Portugal

acjesus — 2016-11-29 18:29:19 UTC

In my school, newly arrived migrant students are immediately integrated into a class, always trying to keep the class from having too many students. In this way the new students go socializing and their classmates are gradually integrating them. As soon as they arrive, teachers specialized in teaching Portuguese as a non-mother tongue apply them a test to define the level of proficiency and integrate them into classes accordingly. These classes are separated from the class of origin. The teachers of the remaining disciplines try to give oriented, image-based works, sometimes using English / French, if students have knowledge of these languages. Little by little the language barrier is overcome and communication is facilitated. When verbal communication is difficult, we use gesture!

Salva, Spain

salprosm1 — 2016-11-29 18:55:00 UTC

In my school, we try to make immigrant foods most of the time with their classmates. In addition, they have assigned a support teacher to teach them the language. Although we are totally convinced that the best way to learn is through interaction with their classmates

The few students we welcome at my school are automatically integrated into a regular class once we believe integration through socialisation among peers usually works best. At the same time, a Portuguese language teacher will be in charge of applying a specific test to determine the st’s level of proficiency in Portuguese so that individualised classes can meet his/her specific needs to progress.I would say that, according to the integration model presented in the video, and once the school allocates resources to support newly arrived students to learn Portuguese, it falls into the Integration.

teacheralex_dua — 2016-11-29 19:09:22 UTC

Martha, Greece

2016-11-29 19:34:11 UTC

There are not any newly arrived migrant students in the school I work. But as far as I know in Greece the parallel system has been applied, especially in primary education. In the areas where migrants camps have been constructed, the small children go to the public school of the specific area in the afternoon when greek pupils have finished their lessons. I don't know anymore about the schedule that is followed in these programs.

School Integration

gefthym — 2016-11-29 19:53:49 UTC

The integration of the refugee children in Greece will go through two stages. The refugee children who live in the urban web can attend the morning zone, in reception classes (the integration method), if they are more than ten. Otherwise submersion. The children from the camps will attend the afternoon zone, from 14:00 - 18:00. This regards the ages 6 to 12 (primary education) and 13 to 15 years old (lower secondary education). According to the Ministry of Education, the aim is that next school year all children will be integrated to the morning zone (08:15 - 13:15). The curriculum for the Refugee Education includes: 6 hrs greek language, 4 hours english language, 3 hrs maths, 2 hrs informatic (computers), 3 hrs sport and 2 hrs art, weekly. The Ministry of Education is also coordinating the non-formal and informal education which is provided from the Non Governmental Organisations in the refugge camps. These could support the students providing mother tongue classes (arabic) or help them with supplementary classes on greek or english.

Not migrants

lenuta_chis — 2016-11-29 20:24:38 UTC

Not migrants in my locality. Integration of new migrants arrive is not organized in our school right now.
Integration is not organized yet arrived migrant students in my school again

Giovanni Geraci, Palermo

2016-11-29 20:26:08 UTC

In the school where I work there are some refugees. They study in the same classrooms of italian students, we just give them the proper help when they need it, and we also use compensative tools which give them the right support.

antonio p north Italy

2016-11-29 20:41:30 UTC

in my school there is acertain attention for migrants.i would like to post the link but as the document contains the name of teh students I post the content of the document: Corso di sostegno linguistico e metodo di studio per alunni stranieri - Corso diurno Corso di Alfabetizzazione e Sostegno linguistico e metodo di studio per alunni stranieri- Corso serale

Marzia, Italy

marziaviola76 — 2016-11-29 21:31:53 UTC

In my school there are a few migrant students, so there aren't any resources for them. The consequence is that that the model we use is submersion. I don't like this one because I can see the sense of confusion, anxiety, sadness in these students'eyes because they are obliged to listen to a language and to subjects they can't immediately understand. I think it's tiring and depressing. It can give results only after a long time, but only when the price of their uneasiness has already been paid.

Teresa - Portugal

2016-11-30 00:03:06 UTC

In Portugal, the submersion model presented is usually used, but with some differences. Students are immediately integrated into a class, preferably in a class where there are more foreign students. This integration is important for socialization because students feel that in school there are other students like them. In addition, Portuguese students often help them to get to know the school and to interact with others. Migrant students have language classes, adapted to their level of proficiency. The teachers of the other disciplines adapt their work to the level of knowledge and language of the migrant students.

Magda, Greece

zervoum — 2016-11-30 07:21:51 UTC

My school hasn't yet received refugee children, but for this year they follow parallel classes. I personally don't agree with this model because it doesn't promote integration. My experience from earlier migrant children in primary schools is that they learn the language much quicker if they are mixed with the other children. Some language support is needed of course.

eratocar1 — 2016-11-30 07:48:34 UTC

In my area there are some classes inside the campsites but parallel classes at schools are going to be organised soon.

Lila Z

2016-11-30 09:03:39 UTC

My school doesn't have any migrant pupils yet but I bellieve they should be taught the greek language first maybe of a year and then come to a regular class. And even then they will probably need some extra time to get help with language.

Hi everyone

2016-11-30 11:14:32 UTC

Ioanna

ioannini — 2016-11-30 12:02:27 UTC

In Greece has been applied the parallel system for the newly arrived migrants

Maria, The Netherlands

2016-11-30 13:42:19 UTC

In my hometown, we have parallel schools. There are 4 schools, distributed in the town. The schools are organised by age-group and each age-group is a parallel class. After 1 year (maybe just a little bit more), students move to a regular school and are submersed.
It works!!!! As long there is money.

Sonia Galderisi, Italy

sonia_galderisi — 2016-11-30 14:13:44 UTC

I teach in a Secondary School in Salerno, Italy, at children aged 10/13 and at the moment we don't have newly arrived migrant students. In my classroom I have two Chinese students and a Moroccan one. I can count on the help of a Cultural Mediator who takes care of all the foreign pupils in the school and teach them the Italian language. So teachers are facilitated in explaining their lessons in classroom because these students are together with the other ones. Sometimes the migrant students are helped by some mates from the same country who speak better Italian. But also in my lessons I try to do interesting and appealing topics for children of all over the world, to capture their attention and make them at ease.

So I noticed that these students integrate themselves slowly but in a natural way, because communication among children is easier and more immediate, without superstructures.

Sibilla_Milano Italy

2016-11-30 14:16:40 UTC

Hi! InMy school

Sibilla Italy

2016-11-30 14:17:54 UTC

We use to have different kinds of menu' .

Parallel teaching and intergration model

socratesstounos — 2016-11-30 15:49:28 UTC

Christina Gr

Organization of classesIn my school different model interact depending on the students exigencies: sometimes they are in the regular classes since the very beginning some other times they follow some soecific courses to support their learning process.

e_pignatelli — 2016-11-30 16:51:11 UTC

Adri

adisecheli — 2016-11-30 19:28:10 UTC

Romania
I would say that all of thees methods of integration are good. It only depends on the number of immigrants the school has and on the tradition of the school. In my school there aren't any immigrants but there are students that came from other schools or cites and I fiend this quite difficult because I have to integrate them in the class that in already formed .

Parallel System

thekafkia — 2016-11-30 19:33:04 UTC

I do not teach any refugee students but in Greece the parallel system has been applied, where migrants camps have been constructed. Young children and High school ones go to the a nearby public school after proper classes finish, in the afternoon when Greek pupils have gone.They are taught English, Greek, Maths, ICT and Arts and Crafts (I think). I see both sides of the coin here.On the one hand I think it's bad for them because of not being integated in the school community. On the other hand, though, they need to learn basic level Greek and English to be able to follow the other classes next year.

Giuseppina Serini, Italy

2016-11-30 20:00:02 UTC

Ministerial directives are followed, then migrant students are placed in class (maybe a year less than the age), immediately follow the lessons (in my case: philosophy, Latin, history, geography, physics, etc..) And a few hours out of the classroom to follow in small groups of basic Italian lessons.

dotriv — 2016-11-30 20:01:36 UTC

Pupils/students from other countries are integrated in normal classes. If they don't speak Italian at all courses can be organized in the afternoon

In my school there is no newly arrived migrants, but I think it's good they to integrated with other and to get further gain knowledge from experts in the language.

kamiangelova — 2016-11-30 20:09:16 UTC

In my school there is no newly arrived migrants, but I think it's good they to integrated with other and to get further gain knowledge from experts in the language.

chircoplouise — 2016-11-30 20:30:50 UTC

In Malta, migrant children, are sent to hubs if they do not know any Maltese or English. They are grouped according to age (5 -7 years), (8 -10 years). Sometimes these hubs are in the local primary school they should be attending. At other times they are in another school. There they learn English and Maltese as well as Maths and other subjects such as art. When they arrive at an older age, they are either sent to hubs in the secondary school or else are placed in mainstream classes. They usually have provisions for learning Maltese as an additional language. However, this is not done across the board. I do not agree with this system of segregation, especially in the primary years, as language is learned when one hears it in context. As things stand, students who do not know Maltese are placed together and so they cannot learn from each other. Besides, there are times when teachers do not regard these students as their own once they are sent to mainstream classes.

In my school there is the model of integration:students ,besides the regular lessons, have additional classes in the language of the host contry.

goli291174 — 2016-11-30 20:48:41 UTC

Antonietta, Italy

2016-11-30 21:24:21 UTC

In my school there are no newly arrived migrants or refugees, but only migrants of 2nd generation. Anyway their special needs are often managed through integration as they are taught additional lessons of Italian language even if they usually attend regular classes

LUIGI, ITALY

2016-11-30 22:37:51 UTC

In my school migrants are taught in the same classe as regular students. They don't have special support because there are no resources but I think they should be provided with special workshops about Italian language and sports

My school has not yet received refugee students but as i know in other school they follow parallel classes and at different hours of the day. The native students go to school in the morning and the refugee students go to school in the evenings, so we can not talk about integration but about teaching and learning a foreign language.

faggel71 — 2016-11-30 22:38:08 UTC

Marilena, Greece

marathan2 — 2016-12-01 06:25:32 UTC

In Greece in general, there is an effort being made to apply the parallel model, but that is only for refugee children who are living in refugee camps here in Greece, not for refugees who are living on their own, elsewhere.

More specifically, in my school, which is a junior high school in the center of Athens, there are 4 refugee children that requested to attend classes. They have been put in 2 different classes and are tending regular lessons in our language, so the submersion model is been followed. There is no special support for them and they are mostly listeners in the classroom and don’t actually participate. On the one hand, pragmatically speaking, these refugees are not enrolled in my school, they are only passing their time until they move to a different country. On the other hand we can’t know for sure that they will be able to leave, so a more organized effort should be made from all participants. At the moment, since these children don’t speak the language, they arrived 3 months since school started and they have been put in regular classes, but are not actually enrolled in them, there isn’t much that the teachers can do for them. So, I think the submersion model is more about giving refugee children a structured routine, someplace to go in the morning, socialize with other children and start picking up on our language, and less about helping them learn the language, academically educating them and generally integrating them into our country.

Kristina Kaučić, Croatia

2016-12-01 07:09:05 UTC

I think that they learn laanguage much quicker if they are fully integrated, mixed with other students.

2016-12-01 09:58:01 UTC

We have not newly arrivals of migrants in my location but very close to us there giving efforts to create classes where they can study the language. Greek language as a second one demands a totally different technique and approach.If the difficulty of language and communicating is getting better, migrant students could attend to general classes easier.

2016-12-01 13:03:29 UTC

The integration of newly arrived migrant students organized in my school is just a general project.We talk with our students about immigrants ..but we have not immigrants people in our school.

adinamarcu9 — 2016-12-01 13:04:31 UTC

Nuria Madrid SPAIN

nuria125 — 2016-12-01 15:10:29 UTC

In my school, our model is the integration.
Migrant students attend classes and regular lessons and they have the help of their tutors whose role it is to support the rights of migrant students and act as a solution for bridging gaps between educational institutions and students.

Ida, Italy

DT22 — 2016-12-01 16:12:36 UTC

in my school the students refugee are integrated in classroom. Thay also have some pm activity for learning the italian L2

Ida, Italy

DT22 — 2016-12-01 16:16:35 UTC

In my school the approch is the integration. The refugee students have also some pm courses of Italian L2

Elisa Ciontoli, Italy

2016-12-01 17:36:20 UTC

At my school, migrant children are placed in classrooms according to their age; the class teachers help them, when possible, to integrate, also helped by their classmates. I think the biggest obstacle for them is the language.

Without any doubt the second model of school integration is the most efficient.Submertion can rather stressful and effect students negatively. They can feel themselves frustrated in such conditions.Parallel model makes refugee children separated, which also doens^t influence positively. Children must be present in the new society, learn more about the culture of that place . It^s possible only due to communication. But it musn^t be a stress for a person.That^s why is the integrational model the most suitable for such a situation.

rosavitskaya94 — 2016-12-01 20:17:57 UTC

Ioannis N. Velonakis, Greece

2016-12-01 22:15:31 UTC

We had no newly arrived migrants in the schools I have worked. To my knowledge, the main system in Greece for newly arrived migrant students is what was called "submersion", without any special care for them, apart from the opportunity to repeat a Primary Schools' class if they face significant difficulties. In very few cases, some integration projects based on volunteering work were applied, and now it has been announced that a parallel educational system is about to start, but only for the migrants who live in camps and not in other places.

enzalaura_meli1 — 2016-12-02 09:24:56 UTC

In my school there aren’t nam students, anyway in Italy the students are integrated in classes together with other students generally of the same age and they attend italian’s courses L2 (second language)

enzalaura_meli1 — 2016-12-02 09:26:59 UTC

Miguel Canora, Spain

2016-12-02 11:03:20 UTC

In my school, the integration of migrant students consists on 100% submersion. No specific evaluation, no specific strategies. From my point of view is not a good way to facilitate a succesful integration. Many students finally solve their initial problems and learn the native language but not all of them. Moreover, none of them get it without suffering, a not necessary suffering that we could avoid or at least minimize.

Maria Luisa Provezza, Italy

2016-12-02 13:36:31 UTC

In my school the method followed is similar to Integratio. Students attend classes and regular lessons with the other classmates but there are also afternoon activities thought only for these students where they learn the basis of the Language and where they can implement their skills and competences.They follow also an online programme which help them with the Learning of the Language in a communicative context. There are some Teachers who help them reach the objectives designed for them. In Italy there is a financial support for schools which have a high numbers of newly arrived migrant students.

Pamela, Italy

masalapamela — 2016-12-02 16:39:12 UTC

In my city, Viterbo ( central part of Italy) school organization model is submersion, only if school has internal resources can support migrants students and satisfy their needs.
In my opinion this method has no advantage, neither for students nor for teachers.
In classroom teachers have to face different type of students with different needs, ( e.g. native language students with learning disease), in this way for teachers is hard to face both migrant and native language students needs.
Lack of specialized staff and lack of additional financial reflects on foreign students, that have problems to complete schooling successfully.

Pamela, Italy

masalapamela — 2016-12-02 16:40:22 UTC

Elvira, Italy

2016-12-02 17:18:04 UTC

In my school the integration of newly arrived foreign students follows the full immersion method. The children attend the classes together with italian students, usually they have a supporting teacher who helps them to understand the tasks and in this way also teaches the language, step by step. The parents also usually are keen to participate in the integration process by welcoming the students in their children groups, encouraging them to stay together.

In Finland

lailabrocker2_1 — 2016-12-02 18:17:47 UTC

Most of the immigrant children attend first an one year long preparatory class where they learn Finnish language and theoretical subjects. In gymnastic, music and similar subjects they are integrated with Finnish children of the same age group as their own. After one year they start to study in a regular Finnish class.

Annarita, Italy

studioferrenti — 2016-12-02 18:37:25 UTC

In our school migrant students boys are placed directly in the mainstream classroom, but in some moments are picked up by a cultural mediator who shall teach the language.

Vincenzo, Italy

studioferrenti — 2016-12-02 19:47:07 UTC

In my school there are only children of migrants born in Italy

Olga Keramida/Greece

olkeramida — 2016-12-02 20:28:26 UTC

We have not organise integration yet.

In my experience, newly arrived migrant or refugee students aren't attending our schools. We're in a preliminary stage of this process. Still dealing with basic issues: food, accomodation, health... In Italian school system, there is not such a thing as "special" or "parallel" classes (nor cultural mediators nor, as far as I know, a normative framework for NAM students). We were a one-culture country for centuries. We have to rethink ourselves to face this emergency in a proper way. Migrant students from EU countries are assigned to normal classes on an age basis, they speak or not Italian. And they learn fast. But: we have to build up an entirely new multicultural approach, because language is not the main problem here.

angelo_boezi — 2016-12-02 20:44:21 UTC

EVGENIA CRETE In my country there are many newly arived migrants.They need to feel safe, accepted and be part of the school community!!! They try hard to communicate with other pupils....Actually I have an experience last august when I took part to a youth exchange project as a leader in Florence. There, with my students we met 7 refugees. We played energizer games to know better each other. We talked about our dreams, our fears!!! Games made them express their feelings, their joy of life. It was a great experience for me and especially for them!!!!

2016-12-02 22:34:47 UTC

Luljeta

2016-12-02 22:48:07 UTC

We prepare a individual education plan and make a special training with language.

Greece

psaridou — 2016-12-03 09:12:54 UTC

In my country refugee children are tought using the paraller method. They attend their classes in the regular schools to greek students but they have different teachers and different methods.

At the beginning of the school year we were following the submersion model due to lack of personnel. Now we are folowing an integration model. Refugee students attend classes along with the other students but they also have additional classes of Greek. The advantage is that they interract with the rest of the children and this promotes their social integration. On the other hand there are organisational problems, concerning the programme. For example they often miss the English class as at this hour they attend the extra Greek lesson.

alexkosmetatou — 2016-12-03 13:26:38 UTC

Anna Bormida Genova Italy

annabormida — 2016-12-03 14:06:09 UTC

In my school there is substantial a submersion model.

We haven’t any refugees, so when we have foreign students we put them in the classes and they have to attend Italian and other subjects lessons. I work in Primary school so It’s more simple to integrate low numbers of students. Sometimes we use few hours of a person who helps immigrants with integration into society in order to communicate with family and share habbits and social behaviour.

The mediator can help also the classroom to know and share ideas.

I don't know how is the situation of refugee students in my country. In the school in which I worked last year, foreign students were admitted to normal courses according to their ages and mostly to their knowledge of the Italian language. They attended school with other italian students but the school organized addictional courses to help them with the language and with their homework.

2016-12-03 15:29:26 UTC

Eugenia, Sicily

eugeniagiordano73 — 2016-12-03 15:46:21 UTC

We are trying to do our best. So: the main model is subemersion, but we have a teacher with special education (me), responsible for all of them. In collaboration with other teachers we work out a different timetable for each newly arrived student, so that he/she avoids more teorethical lessons for the first months and follow with his/her classmates gym hours, drowing, tecnical lessons and, of course, italian. Then we have just a few hours in a year of L2 in the afternoon. The school is also promoting special projects with european founds, but till now not one was granted .-( We hope in the Erasmus Project this year!

Songul KURT/France

80songulkurt_sk — 2016-12-03 16:10:52 UTC

In France the students are integrated in classes together with other students preferably of the same age, then they follow specific courses of French as a second language, extra courses at the evening, for example

Martina O., Italy

innisfail82 — 2016-12-03 16:23:45 UTC

In my school, we use the integration model. At the beginning of the school year, we write a personal school plan for students with special education needs linked to their economic, social and linguistic situation.

Tonia B. Greece

toniaba — 2016-12-03 17:14:17 UTC

Although there are a lot of refugees in Chios,they don't attend classes at schools.Only NGOs have created some optional classes next to the refugee camps.The government has just appointed a teacher to be responsible for organising some classes for refugees inside their camps.

Kaiti, Greece

2016-12-03 18:15:17 UTC

In my school we don't work with refugees so we don't run a programm. Although, I know that in my country the intergration of young refugees is achieved by two ways. In the first occasion, teachers go to the hot-spots where the children leave and teach them there. In the second occasion, the young refugees go to schools from 2-6 pm and meet the local people for two hours where they get interfered in several activities altogether.

Doina Andrei, Romania

2016-12-03 20:06:33 UTC

In my school there are not newly arrived migrant students so far.

lizkou — 2016-12-04 06:27:35 UTC

In my school there is a combination and submersion that is immigrants are put in normal classes but they also attend parallel classes in the host language in Greek and Science.

Aurora, Italy

2016-12-04 09:37:02 UTC

In the primary school in which I'm working newely immigrant students are in the classes with other students. There is a group of teacher that meet the child and try to understand his/her language level and decide for the age class or the previous class to help the pupil in the language. there is a special course to improve Italian made by some teacher of the school (I'm doing this course actually). Sometimes there is a mother tongue person for the first weeks of school to help the child in understanding the new language.

Konstantina, Greece

2016-12-04 12:59:29 UTC

At my school, we haven't migrant students, but I think the challenges for a school that has such students is big. I think a good way to help them is to welcome and integrate them at a typical classroom , but also to support them with additional lessons in order to have a quicker progress.

Patrizia, Italy

2016-12-04 14:05:37 UTC

At the moment I don't have any refugee in my school but I think that if this happens, we should be prepared enough to give an opportunity to learn being part of our community

Simona C, Italy

simoneva_2000 — 2016-12-04 15:08:12 UTC

Most Italian schools, especially those with a large number of migrants or foreign students, set literacy classes. Italian or foreign languages teachers give extra Italian lessons focusing on grammar, communicative functions or reading comprehension skills. As far as I know, the CPIAs (Centers for adult education) spread in all Italy, organise free Italian classes for foreign adults who want to learn Italian or get a Licenza Media.

anniroulia — 2016-12-04 15:39:55 UTC

Sevastiani Patra
in my school there are no refugees but mostly here in public schools where there are few refugees submersion is more likely because there are no other ways. so refugees participate in the classroom along with greek students. of course this is not the best solution because Greek parents are opposed and protest, teachers are not qualified for such situations and students from both sides are having problems.

Evgenia (Jenny) Karoumpali, Greece.

jennykaroumpali — 2016-12-04 15:42:03 UTC

The newly arrived migrant students have for a couple o years Greek language lessons separately from the other children with regard to primary education. This program is called Zone of Educational Priority (Ζώνη Εκπαιδευτικής Προτεραιότηταςin Greek) and includes not only newly arrived migrant students but also Romani children. This does not happen in secondary education. There is not such a program. The pupils attend all lessons to the normal class (in secondary education) but they are not accessed in Greek language subjects (contemporary Greek language and ancient Greek language) for the first two years. There are some intercultural schools but only in some regions in Greece (in Western Greece there is no intercultural school)

The teachers do their best in the context of hidden curriculum to integrate the newly arrived migrant students in both primary and secondary education.

There are other structures (under construction) for the refugees.

My school hasn't yet received refugee students but as far as i know in other schools they follow parallel classes in the evenings. This model doesn't promote integration.

faggel71 — 2016-12-04 16:19:10 UTC

Lucia, Italy

luciaanemoli — 2016-12-04 16:28:23 UTC

At my school, the integration model is the second, the one called "integration." This model allows foreign students to get in touch with Italian students, with whom they can share interests and passions. The downside is the fact that immigrants are struggling a lot to follow the lessons and often remain for hours sitting in their desk, without interacting with anyone ever.

I teach in a primary school in a provincial town, in the center Italia.In my school there are few migrant students.These children are placed in clasroom.Some lessons The pupils take place in other classrooms, with a small group of children who have the same needs educativi.I have been stimulated by this corse. I planned ,for 10 year old pupils ,group activities to "immigration awareness".Sorry my English

2016-12-04 16:33:08 UTC

Rossella,Italy

2016-12-04 17:10:47 UTC

in my school when he gets a foreign student you tend to add immediately to class to do that fully integrate with their colleagues and ensure they learn from their customs and traditions and our language

Francesca, Rome Italy

pacenca — 2016-12-04 17:48:11 UTC

In my school, unfortunately, there is no organization addressed to this skill

In my school, we have Syrian refugees starting classes from K to 5th grade. they started with a 2 and 3- month period at a class called " Francisation" where they learned french language and routines of the school, after this period they are integrated in a regular class but they still have support during the day with the help of tutors.

henrydiplomate — 2016-12-04 18:03:52 UTC

Keratso Greece

2016-12-04 19:13:20 UTC

In Greece there are 22.000 refugee children . The system adopted is the parallel. For the children aged 4-7 there are nursery schools inside the camps . Children aged from 7-15 are hosted in the schools of the bordering municipalities with the camps the stay. The children attend school 2-6 am and are taught Greek language, English language, Maths and computers. For the unaccompanied children aged 14-18 they are able to attend the technical education.

Bugra

2016-12-04 20:25:22 UTC

Here in Turkey, refugee pupils are integrated in the classes directly, in some cities there are additional classes to teach them the target language

serenellaursitti63 — 2016-12-04 20:46:14 UTC

In my school there are not refugees, but there are foreign children who are quickly placed in the class of their age. For a few hours of the week are followed by a teacher of a different organization to better learn the Italian language.

Samanta, Italy

samac1217 — 2016-12-04 20:49:48 UTC

In my school there is a submersion model. New migrant are inserted with childrem of the same age and they follow the same lessons. Often, classroom's teachers stay with them in separate place for some hours to help them national languages. Often these migrants don't know any words of local languages.

In Greece, the parallel system is used for the refugee children that came from Syria, Afganistan etc.. They are tought the greek language, mathematics, english, arts, computer science and phusical education.

silioga — 2016-12-04 21:05:34 UTC

Katerina Kostaki, Greece

katkos2003 — 2016-12-05 11:07:07 UTC

The issue is a complex one depending on the tolerance of the local society. I think that if the migrants attend separate classes from the rest of the local students feel more isolated and unwanted. The best practice is the integration model, in which they attend regular classes but they have extra support. However, the lack of funding ends up in following the submersion model which is slower in the true intagration of migrants into the local society.

My school

MaestraRoberta — 2016-12-05 11:57:50 UTC

We have a group of teachers who works on integrating problem and European citizenship. Children could study in small group to learn Italian

Graziana, Italy

beinatgraziana — 2016-12-05 14:37:29 UTC

At my school, refugee pupils receive most of the books from the school itself or directly from the teachers. They usually attend all classes, but teachers set specific targets for them. If they have only recently arrived, they attend, in particular, those lessons where little language knowledge is required (Physical Education, Music or Art) or they partecipate in other projects (school choirs for example). To improve their Italian they, of course, attend courses of Italian as second language.

Nils / Germany

2016-12-05 14:59:22 UTC

We don't have newly arrived mirants.

Lina Italy

2016-12-05 15:49:41 UTC

In my school they work in the classroom and sometimes they work individually with one teacher.

Anke from Germany

2016-12-05 16:53:04 UTC

Elisabetta, Italy

2016-12-05 17:19:42 UTC

In Italy, in primary and secondary school, migrant students are “integrated” in classes with other students of the same age or younger of one/two years and then they learn italian at school, with specialized teacher for few hours a week, during regular lessons, outside the classes and alone or with other foreign students.

I think that even if we speak of integration this is not integration!!!

Donato, Italy

donatopiccinino — 2016-12-05 18:11:24 UTC

In Italy the students are integrated into classes of their age. In special cases, to help the language delay, they are entered in previous classes to that of origin. In some schools there is the figure of the cultural mediator. Often some teachers are joined to the class teacher to facilitate the insertion

Sühü,Turkey

yabanmersini85 — 2016-12-05 19:44:44 UTC

We do not have newly arrived students.

In Greece, this year migrant students form hotspots come in the public schools and attend the lessons with the other students. They can also attend additional lessons after the school time but this is not especially planned for migrant students. The point is the migrant students to feel that they are part of the school community as well as the other students are

stellastathou — 2016-12-05 20:36:06 UTC

Evangelia, Greece

2016-12-05 21:45:52 UTC

The model used in my country is that of integration, since young students attend lessons on the Greek language apart from the regular lessons they have along with the rest of the students. This might help them feel part of the school, but does not help them overcome their difficulties easily or quickly, nor does it work with older students that have to join secondary classes.

There are no newly arrived migrant students in my school yet. As far as I know, the Parallel model is applied to kids living in migrant camps. However, the Intergration model seems more effective.

mkaradani — 2016-12-05 22:21:43 UTC

I think in Italy we have a mixture of Integration and Submersion. In fact, we are supposed to follow the integration model, but the financial and personal resources are quite poor, and the passage to the submersion model is almost natural. And it does not work that well.

teacherman — 2016-12-05 22:40:00 UTC

george kyriakopoulos, greece

gkyriakopoul197 — 2016-12-05 23:50:13 UTC

An organized system hasn't been yet applied in greek schools although the problem of refugees teaming up in unproportonate numbers seems to become insurmountable by now. Nevertheless, refugees are thought separatey from other indigenous populations and there are volyntary teachers who offer their help. In public shcools if there are such cases, integration is used as a means to overcome the problem.

Olga, Finland

2016-12-06 06:23:55 UTC

We have various models of integration: from separate classes so called preparational 1 year classes after which students can join the normal class to inclusion versions.

Filomena, Italy,

2016-12-06 08:10:19 UTC

in my school we have sons of migrants but no re

Melahrini/Greece

mpapardeli — 2016-12-06 08:44:39 UTC

In my school we have some migrants pupils for many years now.We don't have a special programm forthem.They join the normal class and techers try to work special language activties with them so they can learn the greek language and join the school subjexts in a better way.

Everything goes...

mgerouki — 2016-12-06 09:44:55 UTC

In Greece they try to establish a parallel model of education for the refugee children. Although this is not always without objections from local communities (not so much from educators though). Immigrant children also enroll in schools following an submertion and/or immersion model. This affects mainly those children whose families arrived not as asylum seekers but for work related financial reasons.

Maša, Croatia

2016-12-06 12:15:18 UTC

Eexisting systems of education in Croatia are still not very responsive to the needs of every child, systems and societies are quite homogenous and unhabituated to diversity in every sense, and which, because of this reason often tend to promote discriminatory practices towards children and students belonging to the ‘Other’ group, thereby perpetuating social exclusion and poverty

Aristea, Greece

afpigiaki — 2016-12-06 13:52:35 UTC

I have not experience any of these models of school intergration since in my country there haven't been any official educational regulations concerning migrants.
However, personally I would support the application of the intergration or the parallel model giving the chance to migrants to adjust themselves in additional or seperate classes first and then attend higher classes.

Minca Mihaela, Romania

coman_mihaela — 2016-12-06 17:02:01 UTC

In my school there exosta spacial courses for new arrivals migantii, but I think all teachers would endeavor to be as correct verbal communication

natasha/ Greece

2016-12-06 21:27:08 UTC

Rhodes despite being an island nearby the turkish coasts, it does not give shelter to refugees. So the schools here do not apply any of the models mentioned in the video.

Serena-G

serena_gem — 2016-12-07 09:05:32 UTC

In my school new arrived students go in regular classes with the contemporaries. Sometime the school can find a teacher to start a special course in the same class to help them with the language and some other basic skills.

Sultan ALP, Ankara-Turkey

sultaneliz — 2016-12-07 11:30:33 UTC

In Turkey, we usually use the submersion model; because in our schools there are few refugee students; so it is hard to create a new classroom. However I think even this is really important for the students, because they make friends and have a social environment.

In my school there are new arrived students.They go to the reguler lessons. They have many problems about communication, understanding lessons. they can't express their ideas and feelings. Teachers dont know how solution of the problems. We need to new ideas and innovative models. That video is very useful for this way.

yakupbuyukkaragoz — 2016-12-07 15:59:33 UTC

viki dogani, greece

2016-12-07 16:10:20 UTC

accept them , do different lessons

Asun Ara, Spain

2016-12-07 19:22:00 UTC

In my school, integration model is the used to organize newly arrived migrants. But it is not possible to give them many extra hours of Spanish because there aren't enough teachers to do it. Moreover, not all my colleagues agree with the idea of having these students who don't know Spanish in their classes, so it is a hard work to get successful results.

8

2016-12-07 23:16:25 UTC

In my Italian high school we adopt the Submersion and Inclusion methods. The first one is the most followed one, even though it is very difficult for a newly arrived students who doesn't know the vehivular language to interact in the class. Where possible, there are therefore supporting inclusion activities (extracurricular).

vanessa_ridolfi — 2016-12-08 06:14:23 UTC

laura brazzabeni

2016-12-08 08:04:19 UTC

in Italy newly arrived students are immediately integrated in my school with students of the same age, sometimes they are even older, because it is a vocational school. if there is money there are courses of italian L2. the advantage is multiculturalism.

jelenapro — 2016-12-08 08:44:40 UTC

In our school we have Interim/transition class for immigrants. Students have 20 lessons of lithuanian language per week. After year they can study in standard class.

Maria M., Italy

pantalaimon82 — 2016-12-08 09:54:16 UTC

The Integration model is used in my school in Italy to integrate newly arrived migrant students. Students from 10 to 14 years old attend my school. When a newly arrived migrant student arrives in my school, we have a welcome protocol (called PA):

1. The student is inscribed to the new school through bilingual documents.

2. Welcome Commission encounters parents of the new student and the new student himself to know his background. A Cultural and Linguistic Mediator can be present at this meeting, but we have some issue to have a mediator, then we often use a student of the school who comes from the same country and who can speak both languages (Italian and foreign languages). The “bilingual” student explains school activities and school rules to the newly arrived migrant student.

3. A class welcomes the newly arrived migrant student. The student is enrolled in regular class (the same class he would have been enrolled in had he been born in Italy) and in regular lessons, but he also have additional lessons with a teacher specialized in teaching Italian as L2 and with other foreign students.

4. Additional lessons are about 8 hours per week (1 or 2 hours every day) for each student. Students of the same linguistic competence attend the same additional lessons. Students from the same country can sometimes attend the same additional lessons, because they often have similar issues. Additional lessons are about Italian language, but also about other subjects (Mathematics, English, Natural science…)
5. Teachers write a Personalized Didactical Plan (called PDP) for every newly arrived migrant student if he is in Italy from less than three years.

paolagag — 2016-12-08 11:01:00 UTC

n my schools new arrived migrants children are included in the classes, according to there age and course of study. If they aren't able to speak Italian, they partecipate in specific Italian courses, during the school time. We also have a collaboration with two universities in Rome: many students who are attending the Faculties of Oriental Languages and Civilisations come to our school to assist foreign children: they stay in the classroom near them and help them to understand indications and explanations, to make their work, to study, they prepare specific exercises with the supervision of the teachers. They do a really useful job, and foreign children love them, because they feel themselves looked after and considered, and they can improve Italian language and learn in a shorter time.

We don't have immigrant students at my school. The integration model had been applied in another school with migrant pupils (i was a teacher there, years ago. Children's school progress was satisfying plus they were playing all together in the yard during breakes.

mampla78 — 2016-12-08 14:25:27 UTC

Anke W

2016-12-08 14:59:33 UTC

Parallel (?) in Greece

AgapiDendaki — 2016-12-08 15:31:50 UTC

Refugee children are taught in separate classes. Lessons may take place at the hot-spot where they live or regular school buildings are used but lessons for the refugees start in the afternoon when the regular classes are over. I am not sure about the duration of the classes, I think it's 2 hours per day. I believe we are just at the initial stage and there are many more things that we could and should do.

Rosanna, Italy

2016-12-08 21:24:44 UTC

In my country we experiment the "submersion"; newyorchese

Emanuela, Italy

2016-12-09 14:54:47 UTC

Submersion or Integration...it depends from money! 
In my school, the newly arrived migrant students attend lessons in Italian,  in the same class of Italian peers; if the school has financial resources, in the afternoon migrant students can attend course to learn Italian language for free.

Donka Slavcheva, Bulgaria

dkirovska — 2016-12-09 23:00:53 UTC

In our school there is no migrants, but is increasing the number of children who are born abroad or have gone abroad as small and now their parents returned to their native places. Not all are well aware Bulgarian language education systems are different. And this is a preparation for the topic of this course

Caterina Musmeci, Italy

2016-12-10 00:41:04 UTC

In my school newly arrived migrants students they are in classroom with other students but every teacher prepares a personal study plan with simple learning objectives: reading, writing, calculus, school rules, etc.

Spain

2016-12-10 08:12:51 UTC

In my school, there are not any migrant student. Maybe, in the future there will be and in this case, we should learn some words of their mother language to communicate with they. Later, we are going to teach them, the new language.

Francesca Italy

francescapulvirenti1 — 2016-12-10 19:30:19 UTC

In my school in Italy students are in the same class with Italian students of the same age. If it isn't possible to have documents about their schooling they go in the class of their age or an year earlier. This is because we think that staying with students of the same age can permit them of sharing interests and that a positive relationship with classmates gives a strong motivation to learn the language. They attend the lessons of the class, but have some classes with teachers of Italian as a second language, and also the contents of the school subject are in a simplified language.

anantina-Greece

2016-12-11 11:16:06 UTC

In my school, we don't have refugges and neither an indegratation program for them. But we have a lot of immigrants with similar problems .

Tina M

tinamellos — 2016-12-11 17:15:54 UTC

There isn't any real organization of integrating newly arrived migrant students in our school. My school belongs to the first model 'Submersion'. The 4 sole migrants we have attend classes and regular lessons in the Greek language. There isn't any pecial support for these students. We used to have a teacher for migrant students last school year but this year our Ministry of Education decided it's not necessary afterall. They have to make ends meet by themselves!!

Evangelia, Greece.

evelpap — 2016-12-11 17:29:03 UTC

In my school, the submersion programme is being applied , since there are no refugees, just immigrant children. Due to the linguistic and cultural diversity, such children are given extra, supplementary if teachers deem it is necessary.

Ionela Lazea, Romania

kameeliah16bis — 2016-12-11 18:19:13 UTC

There are no refugees in my kindergarten, but if there were any they would be included in the groups with the other children.

Greece

2016-12-11 19:31:01 UTC

I am a volunteer teacher in adittional afternoon classes. My children attend school in the morning even though they have language difficalties.

Giuseppe - Italy

gfm_sapuppo — 2016-12-11 22:28:16 UTC

In my school there aren't special classes, but it's important for everybody to have the possibility to learn a good way to face the society with powerful skills.

not refugees in my school, only foreign pupils from Capo verde and Ghana and Russia

yurico — 2016-12-12 10:46:10 UTC

Models of school integration

ilacrisere — 2016-12-12 15:10:56 UTC

At my school, foreign students are placed now in its class to their age they have. In past years there was a common practice to put them in a smaller class to enable him to learn the language through basic literacy activities, and later it was the jump in the class best suited to the skills possessed. So for example, a 10 year old boy entered before so you learn the language and socialize and then through a small test in the middle or end of the year it was decided which class could access. Today this practice has fallen into disuse,

Marinela,Romania

2016-12-12 16:47:58 UTC

In my area aren`t refugees/migrants, but at national level there are some. The new arrived migrant students have to face many efforts on their own. They can listen the romanian course and stay at school after that to get the help of their teachers together with their classmates.

At my school we have students from different nations but not exactly newly arrived migrant students. They are mainly students that have been in Italy for 1 or 2 or more years. Anyway they need help to integrate.The main advantage at my school is that we cater for students from various realities and every student is used to staying with non-Italian mates so we may say as a whole the school is open to diversity. We also have a lot of students with special needs and everyone is used to helping the way they can. This is true in case of foreign mates as well.The main disadvantage is that we need more support from stakeholders to be able to organize further activities and create a stronger connection with the community.

mariella_brunaz — 2016-12-12 17:38:47 UTC

At my school we don’t have newly arrived migrants but migrant students that have been living in Italy for some years.To better integrate them we would need support from - the town councils of the villages they come from (most of them don’t live in the town where the school is and get to school by bus every morning) to organise events in their villages and make families meet. This would help the integration of the students but also of their families; - the town council of the town where the school is to organise events to make the local community know about the work that is being done to integrate migrant students and create cooperation to improve the school action;- associations that work in this sector to get advise on how to enhance the activities at school and outside it; - sports organisation so that to promote sport because of the opportunities it offers to meet, play together, and socialize.

mariella_brunaz — 2016-12-12 18:02:24 UTC

Edi, Italy

12cdunne — 2016-12-13 17:27:07 UTC

The method used in the school where I teach is Integration, children attend regular lessons and they are also taught Italian during a certain number of hours a week in relation to their level of Knowledege of the Italian language. They are not evaluated until they learn basic Italian.

In our schools we don't have newly arrived migrants. But when we have pupils from other countries, they follow the curriculum and there is a possibility to attend for a limited number of hours each week language lessons.

kouskourida — 2016-12-13 20:40:11 UTC

Organizing of new arrival

adrianalaze — 2016-12-13 21:07:13 UTC

Some years before at our school came some Albanian children that where born and had been studying in Italy and Greece. They had problems in Albanian language , because they new to talk Albanian language , but they had problem with the vocabulary in different subjects. So the first action was for them to learn Albanian language in an expanded way . I also tried so much to help them to be familiar with Math's vocabulary . so did the other teachers .It was not easy but we did. It was nice when my pupils thanked me .

ronyford — 2016-12-13 21:16:06 UTC

At the moment , and my experience is while doing outreach support in our local schools, the schools where I had meet and supported some newly arrived migrants is most Submersion and Integration. When additional support is given this is very much down to the school having the capability and the resources. The main issue is the language barrier. In some cases , peer support is also used.

In Italy

2016-12-13 21:21:16 UTC

At my school, we have students from different nations but not exactly newly arrived migrant students. They are mainly students that have been in Italy for 1 or 2 or more years, from migranted parents and often they are bornd in Italy.
We also have a lot of students with special needs and everyone is used to helping the way they can. This is true in case of foreign mates as well. T

I've seen all three models in different schools in the UK. My teenage daughter goes to school that implements the integration model: newly arrived migrant students are placed in the classes according to their age and attend their lessons with the rest of the children; yet, there is a team of bilingual teachers who deliver additional lessons to help the children with learning English. There are also bilingual teacher assistants who support the children during their "usual" lessons. I think, this model works really well.

Liliya_B — 2016-12-14 00:59:36 UTC

jennykool — 2016-12-14 08:04:18 UTC

In my school we only cater for refugee children and children with a background from the eastern European countries (their parents are in the Netherlands to work for a couple of years). We teach them al lot of Dutch as a second language (for over 60% of their time) and other subjects include sport, maths, social science and art. Since the children come from all over the world, the only language we all have in common is Dutch (to a smaller or bigger degree). In all are lessons we talk Dutch to the children and encourage them to do so as well. We prepare the children to go to the different levels of secondary school within appr. 18 months, or children above the age of 16 for middle and higher (vocational) education (MBO/HBO)

sabrina_malizia — 2016-12-14 21:03:42 UTC

I haven't special class but I hope that new migrant students arrive quickly in our schools so they just arrived in our cities (I''m Sicilian and i live near to the biggest CARA in Europe)!