TITLE OF THE PUBLICATION
« Welcoming and Integrating » Guide for teachers who received a newly-arrived child
« Accueillir et intégrer » Guide pour enseignants accueillant un enfant nouvellement arrivé au pays
SURNAME AND NAME OF AUTHOR(S)
MENFP – Foreign children schooling service
Ministry of education and professional training of Luxemburg
PLACE AND DATE OF PUBLICATION
Luxemburg – November 2013
LANGUAGE OF THE DOCUMENT
LANGUAGE OF THE REVIEW
Integration of immigrants students
DESCRIPTION OF CONTENTS
The guide is addressed to primary school teachers who receive a child who has just arrived in the country. It is structured in eight chapters.
Chapter 1: First welcome
The teacher responsible for welcome courses carries out the several steps related to student’s welcome: welcoming the child and their parents in the school, evaluation of the child’s knowledge and skills, creation of an individual training project, enrolment in an ordinary class, intensive language courses, …
The holder of welcome classes also acts during other phases of the welcome explained in the following chapters. Their role is crucial.
Chapter 2: Intensive language courses
This chapter defines the level of skills the child should progressively achieve to be able to express themselves at school and receive teaching in the national language.
It also proposes a “collection of ideas” by themes of language learning (transport, hobbies, nutrition …).
Chapter 3: Evaluation and learning
This chapter proposes leads, documents (European portfolio of languages, learning assessment …) to periodically evaluate the students’ skills in the national language and in their individual training programme.
Chapter 4: Integration phase
This chapter proposes leads to make integration in an ordinary class easier from the arrival, as it is wanted by the Luxemburgish rule.
Chapter 5: Orientation toward post-primary education
This chapter details the training offer after primary education. This includes two courses of studies: technical secondary education and classical secondary education.
CHAPTER 6: Rule
This chapter details the Luxemburgish rule and proposes a “Vade-mecum” including the approaches to carry out when welcoming a newly-arrived child, in order to make the work of the educational team and external agents easier.
Chapter 7: Pedagogical tools
This chapter presents in details the pedagogical tools mentioned in the previous chapter and offers teachers an exchange platform.
The guide also presents resource people and bodies at the disposal of teachers: School welcome unit for newly-arrived children (CASNA), “multiplicateurs des cours d’accueil”, intercultural mediator, …
Chapter 8: Bibliography
Collection of suggestions and propositions to which teachers can add their own documents.
COMMENTS ON THIS PUBLICATION
This 200-page guide was created by experimented inspectors and primary school teachers. It aims to ease the task of primary school teachers when they receive a newly-arrived student.
It proposes many pedagogical tools. Some of those tools are directly inspired by French, Swiss or Canadian examples. The document directs several times to those examples and to the results of scientific studies.
This guide does not aim to be exhaustive. Its creators have conceived as a tool to be completed.
Let’s note that for the creators of the guide, the first welcome is a decisive step in a child’s school path. The child who has to move abroad during their education has to make big efforts to adapt. Everything is new: the school system, the language, schoolmates etc. How they are welcomed by the school and teachers is thus essential to their successful integration.
Name of Compiler
Name of Institution
Role in the institution
Translator – project assistant