Monday, Feb 27 2023
“Only-immigrants” classrooms are better for the students learning process
Original posted by mtorres51
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Scientific Articles
Explanation of the Post
When immigrant students join “only-immigrants” classrooms their learning process is faster because they can relate to one another and they receive particular attention to their situation.
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Es falso:
“Los hallazgos revelan las perspectivas de los estudiantes sobre cómo su experiencia diaria con agrupaciones escolares exclusivamente homogéneas limita sus oportunidades para aprender y usar el inglés y para construir relaciones sociales, tanto dentro como fuera del aula.”
Valero,D. &Elboj-Saso,C. (2020). Limitations of “only-immigrants” classrooms in the socialization and acquisition of the L2: the case of students with limited or interrupted formal education (SLIFE) in the USA. Language and Migration, 12(2), 133-156.
In the databases of the most important international journals, no papers have been found that show evidence of a positive impact of only immigrant classrooms. What the scientific literature does show is that the school classes that improve academic results are those in which there is diversity in the student body. The importance of cultural, ethnic and religious diversity is highlighted. Studies show that the greater the diversity of students in the classroom and the more diverse the interactions, the better the results obtained by all students. Some of the articles where this evidence is presented are:
Valero, D., Redondo-Sama, G. & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787-802. doi: 10.1080/13603116.2017.1408712
Valero D. Limitations of “only-immigrants” classrooms in the socialization and acquisition of the L2: the case of students with limited or interrupted formal education (SLIFE) in the USA. LENGUA Y MIGRACION-LANGUAGE AND MIGRATION. 2020;12(2):133–56.
Cavicchiolo E. Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language. International journal of inclusive education. 2023;27(2):146–66.
Valls, R., & Kyriakides, L. (2013). The power of interactive groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17–33. doi: 10.1080/0305764X.2012.749213