Education International Research
teachers’ peer-learning. As long as newly-arrived students are treated as solely language learners and students with whom teachers in second language acquisition primarily work, they will face unnecessary barriers. The whole-school approach is the only workable model. • Drawing on resources from the local community, civil society, and parents has been proved in a number of countries to give positive outcomes for students, schools, and communities themselves (Isik-Ercan, 2012; Rah, Choi & Nbuyen, 2009; Matthiesen, 2015; Koyama & Bakuza, 2017). These networks must be fostered and further promoted but, as previously mentioned, they are a supplement to ordinary educational structures. They cannot be accountable for what and how schools are doing. • National governments and international organisations, such as the European Commission, must invest more in longitudinal and country comparative research in order to scientifically inform policy making. Education International and the report’s authors hope that these recommendations and other insights presented in the four national contributions will help governments and teachers understand what is needed in order to provide their newly-arrived students with meaningful and equal education.
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