Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England.

Federico  Farini; Claudio Baraldi; Magdalena Ślusarczyk

doi:10.1080/14708477.2022.2096054

Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England.

Federico Farini, Claudio Baraldi, Magdalena Ślusarczyk

Research output: Contribution to Journal › Article › peer-review

Abstract

This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing that facilitation is influenced by children's language proficiency. The construction of narratives can be context for the negotiation of hybrid integration, at the intersection between forms of facilitation, social and cultural contexts and personal trajectories and experiences.

Original language	English
Journal	Language and Intercultural Communication
Early online date	11 Jul 2022
DOIs	https://doi.org/10.1080/14708477.2022.2096054
Publication status	Published - 11 Jul 2022

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10.1080/14708477.2022.2096054

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Baraldi_etal_LICC_2022_Facilitative_practices_to_promote_migrant_childrens_agency_and_hybrid_integration_in_schools_Discussing_data_from_Italy_Poland_and_England
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Cite this

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title = "Facilitative practices to promote migrant children{\textquoteright}s agency and hybrid integration in schools. Discussing data from Italy, Poland and England.",

abstract = "This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing that facilitation is influenced by children's language proficiency. The construction of narratives can be context for the negotiation of hybrid integration, at the intersection between forms of facilitation, social and cultural contexts and personal trajectories and experiences.",

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AB - This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing that facilitation is influenced by children's language proficiency. The construction of narratives can be context for the negotiation of hybrid integration, at the intersection between forms of facilitation, social and cultural contexts and personal trajectories and experiences.

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ER -

Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England.

Abstract

UN SDGs

Access to Document

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Activities

Observing Inclusion, examples from Reggio Emilia

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The outcomes of an international Research Project. Horizon2020 Child-UP international conference. University of Modena and Reggio Emilia, 27 May

The role of trust in the positioning of children with Migrant Backgrounds. Reflections on teachers’ narratives from London primary schools

Cite this