By James Simpson, Anne Whiteside

Adult Language schooling and Migration: hard Agendas in coverage and Practice presents a full of life and significant exam of coverage and perform in language schooling for grownup migrants worldwide, exhibiting how possibilities for studying the language of a brand new nation either form and are formed via coverage strikes. Language rules for migrants are frequently debatable and hotly contested, yet while cutting edge educating practices are rising based on the language studying wishes of today’s cellular populations.

This booklet:

  • analyses and demanding situations language schooling rules on the subject of grownup migrants in 9 nations;
  • provides a comparative learn with separate chapters on coverage and perform in every one nation;
  • focuses on Australia, Canada, Spain (Catalonia), Finland, France, eire, the Netherlands, the united kingdom and the united states.

Adult Language schooling and Migration is crucial interpreting for practitioners, scholars and researchers operating within the sector of language schooling in migration contexts.

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Additional resources for Adult Language Education and Migration: Challenging agendas in policy and practice

Sample text

In attempting to address this contradiction, increasing emphasis was placed on the (sometimes assisted) migration of settlers from Britain under the auspices of the Empire Settlement Act 1922. The tension between general principles and pragmatism continued. The general principle was one of increasing the population while retaining the presumed English-speaking character of the populace and so keeping the program under strict control was required. Pragmatic solutions were developed through which Australian policy for adult migrants 23 migrants from Italy, Greece and Macedonia were not granted high profile even though some of them were also assisted to migrate.

The 1984 Report of the Senate Select Committee on Education and the Arts Enquiry into a National Language Policy (1983) and the 1987 ‘National Policy on Languages’ (the Lo Bianco Report) reflect some of this work. However, while these were two powerful documents that embraced both individual plurilingualism and societal multilingualism, they were largely informed by what Grosjean (1985, 1989) characterised as a ‘monolingual’ view of plurilingualism, a view where the plurilingual user is framed by a monolingual perspective on each of the languages used.

What happens when you lack powerful views of both individual plurilingualism and culture? Moore (2001) explored events in the Adult Migrant English Programs some 15 to 20 years after Zubrzycki’s attempt to frame a priority structure for it. Although she did not frame it this way, she documented how the lack of a priority structure and the lack of a clear line of authority (not only between Commonwealth and State authorities but also between various Commonwealth instrumentalities) enabled pragmatic decisions to be made on a number of fronts that undercut any principled engagement with the elaboration of widespread individual plurilingualism for adult migrants.

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