Language in transnational education trajectories between the Soviet Union, Israel and Germany: Participatory research with children
Abstract: The paper focuses on language in transnational education and puts children's perspectives in the spotlight. In light of increasing transnational mobility, their voices are of particular significance: How do transnational children - children...
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Abstract: The paper focuses on language in transnational education and puts children's perspectives in the spotlight. In light of increasing transnational mobility, their voices are of particular significance: How do transnational children - children with migration experience - perceive the role of languages in educational trajectories? In order to answer these questions, a qualitative study was conducted with children of Soviet immigrants who were socialized in a Hebrew-speaking education system and who are today pupils in Germany. The findings from group conversation and language portraits allow deep insights into children's perspectives on multilingual practices and highlight the importance of the environment - in this case, a German school that became part of transnational education by offering opportunities for students with migration experience
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Transnational education, language and identity: a case from Mexico
Abstract: Educating for a future that assumes students will be educated in the country where they were born or that they will remain in the country where they are currently in school does not reflect the reality of the movement of people in an age of...
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Abstract: Educating for a future that assumes students will be educated in the country where they were born or that they will remain in the country where they are currently in school does not reflect the reality of the movement of people in an age of globalization. The research presented here examines the case of children and youth in Mexican public schools who have had some or all of their education in the United States, transnational students (TS) with a particular focus on their linguistic situation. Results suggest that TS struggle with the linguistic transition from Spanish as language of the home to Spanish as the language of education. The paper concludes with suggestions for future research and application to other contexts
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