Terhart, Henrike and von Dewitz, Nora (2017). Newcomer Students in German Schools. Inclusive and Exclusive Structures and Practices. European Educational Research Journal, 17 (2). pp. 290-304.

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Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the ongoing debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.

Item Type: Journal Article
CreatorsEmailORCIDORCID Put Code
URN: urn:nbn:de:hbz:38-503481
DOI: 10.1177/1474904117722623
Journal or Publication Title: European Educational Research Journal
Volume: 17
Number: 2
Page Range: pp. 290-304
Date: 2017
Language: English
Faculty: Faculty of Arts and Humanities
Divisions: Faculty of Arts and Humanities > Fächergruppe 3: Deutsche Sprache und Literatur > Mercator Institut für Sprachförderung und Deutsch als Zweitsprache
Subjects: Education
Refereed: Yes
URI: http://kups.ub.uni-koeln.de/id/eprint/50348


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