Language, Learning and Psycho-Social Support

• Author: Eurydice (European Education and Culture Executive Agency)
• Pages: 91-113

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I.3: LANGUAGE, LEARNING AND PSYCHO-SOCIAL SUPPORT

This chapter contains four sections on the approaches promoted by European education systems to

the provision of language and learning support as well as psycho-social support, all of which are

central to ensuring that students from migrant backgrounds are effectively integrated into school.

In some education systems, there is an initial integration phase where language and learning support

is provided to newly arrived migrant students in separate classes or lessons, also referred to as

preparatory classes. The first section of this chapter examines the curriculum content of these classes

and the advocated types of learning support.

Elsewhere, migrant students are placed directly into mains tream classes but are still provided with

additional support. Language support is a key element of this and so the second section investigates

top-level regulations/recommendations on the provision of additional classes in the language of

instruction and students' home language tuition.

The other measures promoted by education authorities to support migrant students in mainstream

classes are analysed in the third section of this chapter. In addition to pedagogical support, these

include the involvement of parents in their children’s education and the provision of intercultural

education. Both these measures have been shown to contribute to a positive and supportive learning

climate.

Finally, the last section of this chapter looks at the regulations/recommendations on psycho-social

support for migrant students, including whether intercultural mediators are involved. The section also

makes specific reference to provision for unaccompanied minors.

I.3.1. Learning support in preparatory classes

As previously mentioned, one organisational approach for the integration of newly arrived migrant

children and young people is to place them in so-called 'preparatory classes' (see also Figures I.2.7

and I.2.8). In some countries, these are also referred to as 'reception classes' or 'transition classes'. In

these separate classes or lessons, students are provided with intensive language teaching and, in

some cases, an adapted curriculum for other subjects. The intention is to give them a sound

preparation before fully integrating them into mainstream classes (European Commission/EACEA/

Eurydice, 2017b).

It has been suggested that preparatory classes provide more time and space for the teaching and

learning of the language of instruction than is available in mainstream classes. This is seen as

particularly important at secondary level when students are older and therefore less likely to pick up

the new language. Moreover, in secondary education, the curriculum subjects and requirements are

increasingly complex and so demand a good command of the language of instruction (Koehler, 2017).

On the other hand, preparatory classes can also hinder integration by separating migrant students

from their native-born peers; and they may lead to delays in migrant students' educational progress if

a too strong a focus on the acquisition of the language of instruction means that students' learning in

other curriculum subjects is delayed (Nilsson & Bunar, 2016).

Where newly arrived migrant students spend all or most of their school day in preparatory classes it is

critical to balance students' language and subject content learning (ibid.). Figure I.3.1 therefore

investigates the curriculum content of preparatory classes as specified in top-level regulations and/or

recommendations.

While providing newly arrived migrant students in preparatory classes with a high level of cognitive

challenge, it is important to also provide them with intensive learning support (Sinkkonen & Kyttälä,

2014; Nilsson & Axelsson, 2013). Figure I.3.2 examines the kinds of learning support measures that

should be provided to these students, according to top-level regulations and/or recommendations.

Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures

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Where students do not have access to effective language and learning support, the full transition from

preparatory to mainstream classes can become problematic (Nilsson & Axelsson, 2013). Figure I.3.3

thus presents information on whether top-level authorities advocate specific support in schools to

facilitate a smooth transition for students from migrant backgrounds.

Most top-level authorities advocate the teaching of a variety of subjects in preparatory classes

As shown in Figure I.3.1, across Europe, 26 education systems report that they have top-level

regulations and/or recommendations on what preparatory classes for newly arrived migrant students

should cover. However, in Italy and the United Kingdom (England, Wales and Northern Ireland),

according to official documents, determining the content of preparatory classes is the responsibility of

local authorities/schools.

In the Netherlands, Portugal as well as Bosnia and Herzegovina, while preparatory classes may be

provided, there are no top-level regulations and/or recommendations on their content. Finally, nine

other education systems (Czechia, Latvia, Hungary, Slovakia, the United Kingdom – Scotland,

Iceland, Montenegro, the former Yugoslav Republic of Macedonia and Turkey) report that they have

no regulations/recommendations on this issue nor do they provide any preparatory classes.

Figure I.3.1: Curriculum content of preparatory classes, primary, general secondary education and

IVET (ISCED 1-3), 2017/18

Language of instruction

Mathematics

Foreign language(s)

Natural sciences

Social studies

Physical education

Arts education

ICT and/or technology

Intercultural education

Religion, ethics and/or moral education

Home languages

Responsibility of local authorities/schools

 No top-level regulations/recommendations

 No preparatory classes

Source: Eurydice. (*) = The former Yugoslav Republic of Macedonia

Explanatory note

The figure presents the top-level regulations/recommendations on the content of the curriculum of preparatory classes (or

lessons). 'Responsibility of local authorities/schools' means that according to official documents, top-level education

authorities delegate the duty for making decisions on this policy area to local authorities or schools. Variations between

education levels are indicated in the country-specific notes.

For a definition of preparatory classes: see Glossary.