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Papers by Emmanuelle Le Pichon Vorstman

Berghahn Books, Dec 31, 2022

Multilingualism and Education

2020 Conference of the Canadian Society for the Study of Education, Jan 29, 2020

Dans une etude anterieure, on a observe que la competence de communication n'etait pas necess... more Dans une etude anterieure, on a observe que la competence de communication n'etait pas necessairement plus effective chez des enfants plurilingues. A partir de ce constat, et en considerant de nombreuses variables d'ordre sociolinguistique et psycholinguistique, il est apparu que l'Experience d'Apprentissage d'une Langue etrangere (EAL), dans un cadre formel, augmentait la conscience des strategies de communication de maniere statistiquement significative. En effet, on obtenait des performances equivalentes au plan du comportement communicatif de la part des enfants plurilingues avec EAL et des enfants monolingues avec EAL. Les reponses de 82 enfants (27 âges de 7-9 ans et 55 âges de 4-6 ans) d'Ecoles Francaises (Internationales) aux Pays-Bas et aux USA ont ete analysees de maniere a pouvoir distinguer quelles etaient les strategies communicatives induites par l'EAL.

The Cambridge Handbook of Intercultural Communication

The analysis of the data points out different aspects. First, the composition of the student popu... more The analysis of the data points out different aspects. First, the composition of the student population in Dutch schools has extremely changed in the last couple of years. The number of children of refugees and Eastern European migrant workers has increased excessively. As a result of this growing inflow of migrants, not only are the countries of origin and motives for migration different, but also the social background of migrants and complicated factors such as traumatic experiences have most probably changed. Moreover, it is noteworthy that newly arrived students not only have to make a transition with respect to moving to the Netherlands, but they also make more transitions in the Netherlands than other students do, as is demonstrated in the various analyses of the school population. After all, new coming students make an extra transition from the class for newcomers to the mainstream school after they moved to the Netherlands. All these aspects point out that the population of newcomers, even after their arrival in the Netherlands, is very dynamic on various levels. In elementary school, factors such as age and educational level are carried out in different ways which makes the transition between the different schools even more complicated. In addition, this report demonstrates that there are still no explicit requirements to teach a class for newcomers. However, explicit requirements for teaching a class for newcomers is desirable since the population of newly arrived students is complicated and demands more competences than teaching a mainstream class (Le Pichon, Baauw & Erning, van., EDINA project, Country report, 2016).

Handbuch Mehrsprachigkeit und Bildung

Enhancing Intercultural Communication in Organizations

Documents pour l'histoire du français langue étrangère ou seconde

European Journal of Language Policy, 2021

in the Netherlands. Since 2009, she has led several projects on the inclusion of minority student... more in the Netherlands. Since 2009, she has led several projects on the inclusion of minority students in education. Emmanuelle works as a consultant, researcher, evaluator and reviewer for several international organisations and international journals. Her keen interest in migration policy has led her to conduct research studies on issues related to multilingual education, particularly on the education of newly arrived migrant students in Europe and in Canada, and indigenous pupils in Suriname in collaboration with the Rutu Foundation. Emmanuelle's research expertise and interests relate to educational linguistics, linguistic diversity, education rights of linguistic minorities, migration and mobilities, inclusive education, language learning and teaching, and metacognition. Ms Hanna Siarova has been researching EU and national policies in the area of education and social inclusion for more than nine years. Hanna currently work as a research manager at the Public Policy and Management Institute (Vilnius, Lithuania), researching early childhood and school education policies, with a particular focusing on factors explaining social disadvantage, as well as the successful integration of students with immigrant backgrounds, looking at language support and multilingual education, intercultural education, the promotion of tolerance and respect for diversity through education. Hanna also represents PPMI as a Board member within the Policy Network on Migrant Education (SIRIUS), through which she actively engages in EU-level discussions on inclusive education and the promotion of multilingualism, citizenship and the common values of tolerance, freedom and non-discrimination. She was one of the co-authors of the earlier NESET report Multilingual Education in the Light of Diversity: Lessons Learned, which provides the contextual basis for the present report. Ms Eszter Szőnyi is a researcher at PPMI (Vilnius, Lithuania) and holds a Master's degree in Ethnic and Minority Policy (Central European University). Eszter has research experience and interests linked to the fields of education policy, gender equality, social inclusion, segregation in education and equal opportunities. Eszter has contributed to research activities for the implementation of EU-level projects and national-level research studies in relation to the topics of educational assessment, diversity in education, early school leaving, educational toolkits addressing gender stereotypes, and the evaluation of educational methods.

Canadian Journal of Applied Linguistics

European Journal of Applied Linguistics

The goals of the project were (1) to reduce disparities proposing adequate strategies and activit... more The goals of the project were (1) to reduce disparities proposing adequate strategies and activities to help teachers, schools and municipalities to support newly arrived migrant pupils, (2) to increase the efficiency of investment in the education of this group and, and (3) to strengthen training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally. An interdisciplinary and international team developed a curriculum to be used by teachers, schools, municipalities and policy makers for pre- and in-service teacher education. The curriculum is available online at https://edinaplatform.eu

Recherches en didactique des langues et des cultures

Recherches en didactique des langues et des cultures Les cahiers de l'Acedle 15-2 | 2018 Quelles ... more Recherches en didactique des langues et des cultures Les cahiers de l'Acedle 15-2 | 2018 Quelles médiations en didactique des langues et des cultures?