Education: Hope for newcomers in Europe
There are no “best practices” in second-language acquisition that can alter the outcomes of these structural shortcomings in a sustainable way. They have to be addressed and altered. Based on the four national contributions in this volume and the analysis in the introductory section, the following recommendations could be highlighted: • Every country, irrespective of how decentralised its educational system is, must adopt a comprehensive national framework defining the baseline with regards to the reception, inclusion, and education of newlyarrived students. This framework has its obvious starting point in valid legislation and in research-based recommendations, stipulating what and how this should be done locally (or what is not allowed). A system of monitoring and supporting local practices must be installed, granting the proper implementation of good intentions. Migration policy is a matter of national policy, and the national government must also provide a minimum of resources to municipalities and schools to live up to the task • Every country must make it mandatory, as well as provide material and instructions, to teachers on how to conduct initial assessment of students’ previous life and school experiences. Furthermore, it must be made clear for school staff how to use that material in organizing learning for every child. An individual approach is essential. Collective solutions are counterproductive. • Inclusion must be a primary organisational model and a starting point in all discussions on “what is in the best interests of children”, as Article 3 in Convention on the Rights of the Child stipulates. Other models can then be considered after an assessment as to why inclusion is not suitable for a particular child. Inclusion must also be promoted in other school-related activities, such as organised leisure time and afterschool activities. Nevertheless, there is no inclusion without additional support. Thus, the main question is not whether a student will be included into the mainstream, but how to support him/her there. • A child’s first language should be acknowledged and valued as an important vehicle for learning and identity development. It also promotes diversity and strengthens cohesion (Mickelson & Nkomo, 2012), since well-integrated children with a positive future outlook contribute to the public good. The presence of language support teachers (cultural and linguistic mediators or bilingual classroom assistants) and the support from inside the school for their work is indispensable. • Professional development of teachers in the areas of education of newly-arrived children, intercultural pedagogy, and multicultural classrooms must be a national priority in every country. A well-designed plan must be produced in every school, preferably in cooperation with universities, on how to create a learning community and support 17