Page 48 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

4. Wrapping Up: Recommendations for teaching refugee and migrant pupils
in Germany, Italy and Turkey

As mentioned in the previous chapters, all three countries – Turkey, Italy and Germany – face
administrative, legal, structural and organizational challenges due to the influx of refugee children.
especially in the area of school and education many needs for teachers, pedagogical staff and institutions
become clear. Although approaches to training have already been developed for the latter (see, e.g.,
examples of good practice), there is still a great need in this area. This finding is also confirmed by
other studies: “In many countries teachers report that they lack appropriate training and support to
deal with diversity in the classroom” (Crul et al. 2016). This chapter will therefore go into more detail
and briefly wrap up needs from a pedagogical and didactical point of view:
• The provisions for regular second language instruction are very different across countries
(Crul et al. 2016). Nevertheless, it is reported from all three countries that there is an enormous
need in this area as a lack of language proficiency is the main obstacle refugee children face in
accessing education. At the same time, however, understanding for multilingualism as a
competence should be created in order to of recognize existing skills or provide classes in
children’s native language.
• Competencies in managing diversity of backgrounds among newly-arrived students are
needed. (Eurocities 2017) This is less about “culture-specific knowledge” but rather about
awareness and recognition of a student body characterized by social, cultural, and linguistic
diversity. Working with the diversity approach is not about practicing tolerance, but about
mutual recognition and learning to actively deal with differences. This includes self-
reflection and critically questioning personal ideas of normality – entirely in accordance with the
motto: „Diversity is not about the others – it ́s about you.” Diversity therefore aims at the
greatest possible openness in the teaching and learning process and at accessibility in order to
open up equal learning opportunities to students regardless of age, gender, religion, sexual
orientation, social class, etc. However, these requirements do not only refer to teachers or
students but also to schools as an organization and institution, to other personnel and to the
framework conditions of education. (KMK 2013)
• Dealing with psychological trauma and specific health issues is an important topic in
schools. However, teachers must not be left alone with this issue, because they are not trained
psychologists. It is important that teachers and educational staff acquire a basic understanding
of mental illness, but that in addition to teaching, psycho-social counselling opportunities are
offered for affected children, working closely with educators and teachers.
• Counselling services for students as well as parents should also be made available and work
closely with teachers. In this way, offers for individual school development, explanations
of the curriculum, supplementary support (e.g. with learning or homework), recognition of
previous qualifications or also school/vocational goals can be implemented.
In-service training and professional development opportunities for teachers and
educational staff should be provided to develop understanding of the specific situation of newly
arrived children, their parents and families. How do families in other countries raise their
children? How does the school system work there? How do refugee families experience their
45