NDLI: School level policies

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Immigrant Students at School. Easing the Journey towards Integration.

OECD Reviews of Migrant Education: Norway 2010

OECD Reviews of Migrant Education: Austria 2010

OECD Reviews of Migrant Education: Denmark 2010

OECD Reviews of Migrant Education: Ireland 2010

OECD Reviews of Migrant Education: Netherlands 2010

OECD Reviews of Migrant Education: Sweden 2010

Closing the Gap for Immigrant Students. Policies, Practice and Performance.

Executive Summary

Key challenges and opportunities

School level policies

System level policies

Annex 1. Description of the project.

School level policies

Content Provider	OECD iLibrary
Organization	OECD
Abstract	The country reviews have shown that to close the achievement gap between native and immigrant students, it is not enough to develop policies and curricular adaptations at the national level. Institutional changes must be made within every school, including changes in school leadership, teaching methodologies and school-home co-operation. This chapter focuses on policies and practices at the school level that can help school leaders and teachers respond to the increasing cultural and linguistic diversity of their students. The first section of this chapter is dedicated to promising language support policies and practices. Proficiency in the language of instruction is a major tool and precondition for learning. But second language development is only one aspect of responding to diversity in the practice and planning of the school. The second section, on teaching and learning environments, suggests that a whole-school approach is needed to ensure that support for immigrant students is provided not only in specialised courses but in an integrated way across the curriculum and throughout all school- and after-school activities. Finally, the third section points to the importance of developing new ways of communication and collaboration to support parental and community involvement in schools with a diverse student intake. Taken together, these three approaches can help establish a positive school and classroom climate that treats diversity as a resource rather than an obstacle for successful teaching and learning.
Page Count	36
Starting Page	45
Ending Page	80
Language	English
Publisher	OECD Publishing
Publisher Date	2010-03-24
Access Restriction	Open
Subject Keyword	Education Social Issues/Migration/Health
Content Type	Text
Resource Type	Chapter

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