Literaturnachweis - Detailanzeige
Autor/in | Davies, Eleri Nia |
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Titel | Are Children and Young People with Additional Learning Needs at a Systemic Disadvantage Regarding Welsh Language Opportunities? |
Quelle | In: Educational Psychology in Practice, 39 (2023) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-7363 |
DOI | 10.1080/02667363.2023.2186835 |
Schlagwörter | Welsh; Special Needs Students; Legislation; Foreign Countries; Disadvantaged; Educational Psychology; Inclusion; Bilingualism; Systems Approach; Language Minorities; Language of Instruction; Native Language Instruction; Second Language Learning; Parent Attitudes; Teacher Attitudes; Access to Education; Teacher Aides; Counselor Role; Language Acquisition; English (Second Language); United Kingdom (Wales) Walisisch; Sonderpädagogischer Förderbedarf; Gesetzgebungslehre; Ausland; Erziehungspsychologie; Pädagogische Psychologie; Inklusion; Bilingualismus; Systemischer Ansatz; Sprachminderheit; Teaching language; Unterrichtssprache; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Elternverhalten; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Handreichung; Lehrerhilfe; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache |
Abstract | This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |