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Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study
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Orientador(es)
Resumo(s)
The growth of migration brings new challenges to contemporary
societies, especially regarding the inclusion of migrant students in
the education system of the host countries. Peer mediation
strategies are effective in promoting the inclusion of children
with special educational needs in mainstream classrooms, but
evidence about its effects on migrant students is scarce. The aim
of this study was to explore teaching practices which promote
the inclusion of migrant students through peer mediation. A case
study was designed which involved 17 native and non-native
fifth-grade students and 4 teachers. Observations and interviews
were used to comprehend classroom dynamics focusing on
migrant-native interactions. Teachers hold different beliefs
regarding the role of peer mediation strategies as a tool to foster
inclusion in the classroom. Practices, in which the teachers had
the explicit aim of creating a pedagogical supportive interaction
between native and migrant students, were observed, peermentoring schemes being the most common. It was also
observed that classroom organisation, task organisation and task
structure have elicited informal supportive interactions between
migrant and native peers. These results suggest that peer
mediation strategies may be an important resource to promote
the inclusion of migrant students.
Descrição
Palavras-chave
Classroom practices Migrant students Inclusion Peermediation
Contexto Educativo
Citação
Leite, G., Martins, M. A., Gaitas, S., Laranjeira, R., Alves, C., & Sarabando, T. (2024). Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study. International Journal of Inclusive Education, 1–14. https://doi.org/10.1080/13603116.2024.2356209
Editora
Routledge