Are Children and Young People with Additional Learning Needs at a Systemic Disadvantage Regarding Welsh Language Opportunities?

Autor/in	Davies, Eleri Nia
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01