"It Will Be Hard Because I Will Have to Learn Lots of English": Experiences of Education for Children Newly Arrived in Australia

Autor/inn/en	de Heer, Nathaniel; Due, Clemence; Riggs, Damien W.; Augoustinos, Martha
Titel	"It Will Be Hard Because I Will Have to Learn Lots of English": Experiences of Education for Children Newly Arrived in Australia
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 3, S.297-319 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1023232
Schlagwörter	Foreign Countries; Educational Experience; English (Second Language); Second Language Learning; Immigrants; Second Language Instruction; Interviews; Student Attitudes; Second Language Programs; Cultural Background; Friendship; Mainstreaming; Participatory Research; Intensive Language Courses; Familiarity; Ethnicity; Well Being; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Schülerverhalten; Freundschaft; Forschungstätigkeit; Intensivkurs; Sprachkurs; Ethnizität; Well-being; Wellness; Wohlbefinden; Australien
Abstract	Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language--such as provided by the intensive English language programme in South Australia (IELP)--is frequently offered to children taking on English as an additional language. The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall well-being. As such, the study utilised interviews conducted with newly arrived children in Australia aged 5-13 who were enrolled in an IELP, with interviews conducted both pre- and post-transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts or if there was another child in the class with a shared cultural or linguistic background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01