Skip to main content Accessibility help
Hostname: page-component-6d856f89d9-8l2sj Total loading time: 0 Render date: 2024-07-16T05:06:00.020Z Has data issue: false hasContentIssue false


Published online by Cambridge University Press:  03 July 2020

Michael Evans
University of Cambridge
Claudia Schneider
Anglia Ruskin University, Cambridge
Madeleine Arnot
University of Cambridge
Linda Fisher
University of Cambridge
Karen Forbes
University of Cambridge
Yongcan Liu
University of Cambridge
Oakleigh Welply
Durham University
Get access


Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)


Adams, L. & Kirova, A. (eds.) (2007). Global migration and education. Mahwah, NJ: Laurence Erlbaum Associates.Google Scholar
Agacinski, D., Bolsson-Cohen, M., Deprez-Boudier, V., Garner, H., Harfi, M., Frederic, L. & Maigne, G. (2015). Favouring the economic integration of young people with immigrant backgrounds. Paris: France Stratégie.Google Scholar
Alba, R. & Duyvendak, J. W. (2019). What about the mainstream? Assimilation in super-diverse times. Ethnic and Racial Studies, 42(1), 105124. DOI: 10.1080/01419870.2017.1406127CrossRefGoogle Scholar
Alba, R. & Holdaway, J. (eds.) (2013). The children of immigrants at school: A comparative look at integration in the United States and Western Europe. New York, NY: New York University Press.Google Scholar
Alba, R., Logan, J., Lutz, A. & Stults, B. (2002). Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants. Demography, 39(3), 467484. DOI: 10.1353/dem.2002.0023Google Scholar
Alderson, P. & Morrow, V. (2011). The ethics of research with children and young people: A practical handbook, 2nd ed. London: SAGE.CrossRefGoogle Scholar
All Party Parliamentary Group (APPG) on Social Integration (2017). Integration not demonisation. Scholar
Anderson, C., Foley, Y., Sangster, P., Edwards, V. & Rassool, N. (2016). Policy, pedagogy and pupil perceptions: EAL in Scotland and England. Edinburgh: Bell Foundation.Google Scholar
Archer, L. (2010). ‘We raised it with the Head’: The educational practices of minority ethnic middle class families. British Journal of Sociology of Education, 31(4), 449469. DOI: 10.1080/01425692.2010.484921CrossRefGoogle Scholar
Archer, L. & Francis, B. (2007). Understanding minority ethnic achievement: Race, gender, class and ‘success’. Abingdon: Routledge.Google Scholar
Arcimaviciene, L. & Baglama, S. (2018). Migration, metaphor and myth in media representations: The ideological dichotomy of ‘them’ and ‘us’. SAGE Open, 8(2), 113. DOI: 10.1177/2158244018768657CrossRefGoogle Scholar
Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O. & Davies-Tutt, D. (2014). School approaches to the education of EAL students: Language development, social integration and achievement. Cambridge: Bell Foundation.Google Scholar
Arnot, M., Schneider, C. & Welply, O. (eds.) (2016). Education, mobilities and migration: People, ideas and resources. London: Routledge.Google Scholar
Atwood, E. & López, G. R. (2014). Let’s be critically honest: Towards a messier counterstory in critical race theory. International Journal of Qualitative Studies in Education, 27(9), 11341154.Google Scholar
Ayón, C. & Philbin, C. (2017). ‘Tú no eres de aquí’: Latino children’s experiences of institutional and interpersonal discrimination and microaggressions. Social Work Research, 41(1), 1930. DOI: 10.1093/swr/svw028Google Scholar
Banks, J. & McGee, C. (eds.) (2009). Multicultural education: Issues and perspectives, 7th ed. Needham Heights, MA: Wiley.Google Scholar
Banks, J., Suárez-Orozco, M. & Ben-Peretz, M. (eds.) (2016). Global migration, diversity, and civic education: Improving policy and practice. New York: Teachers College Press.Google Scholar
Baran, D. (2017). Language in immigrant America. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
BBC News (2016). Pupil nationality data ‘will not be passed to Home Office’. Scholar
BBC News (2018). ‘Why Spanish speakers in US are getting into trouble’. Scholar
Benesch, S. (2008). ‘Generation 1.5’ and its discourses of partiality: A critical analysis. Journal of Language, Identity and Education, 7, 294311. DOI: 10.1080/15348450802237954Google Scholar
Bénisti, J. A. (2004). Sur la prévention de la délinquance. Paris: Assemblée Nationale.Google Scholar
BERA (2018). Ethical guidelines for educational research. London: BERA.Google Scholar
Berry, J. W., Phinney, J. S., Sam, D. L. & Vedder, P. (2006). Immigrant youth: Acculturation, identity, and adaptation. Applied Psychology: An International Review, 55, 303332. DOI: 10.1111/j.1464-0597.2006.00256.xGoogle Scholar
Berry, J. W. & Sabatier, C. (2010). Acculturation, discrimination, and adaptation among second generation immigrant youth in Montreal and Paris. International Journal of Intercultural Relations, 34, 191207. DOI: 10.1016/j.ijintrel.2009.11.007CrossRefGoogle Scholar
Bertossi, C. (2011). National models of integration in Europe: A comparative and critical analysis. American Behavioral Scientist, 55(12), 15611580. DOI: 10.1177/0002764211409560Google Scholar
Birman, D. & Adae, D. (2015). Acculturation. In Suárez-Orozco, C, Abo-Zena, M. M. & Marks, A. K., eds., Transitions: The development of children of immigrants. New York, London: New York University Press, pp. 122141.Google Scholar
Bishop, R. (2012). Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 3850.Google Scholar
Blackledge, A. (2001). Literacy, schooling and ideology in a multilingual state. Curriculum Journal, 12(3), 291312. DOI: 10.1080/09585170110089637CrossRefGoogle Scholar
Block, K., Cross, S., Riggs, E. & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 13371355. DOI: 10.1080/13603116.2014.899636CrossRefGoogle Scholar
Block, K., Warr, D., Gibbs, L. & Riggs, E. (2012). Addressing ethical and methodological challenges in research with refugee-background young people: Reflections from the field. Journal of Refugee Studies, 26(1), 6987. DOI: 10.1093/jrs/fes002Google Scholar
Blommaert, J. (2005). Discourse. Cambridge: Cambridge University Press.Google Scholar
Blommaert, J. (2011). Sociolinguistics of globalization. Cambridge: Cambridge University Press.Google Scholar
Borjas, G. J. (2011). Heaven’s door: Immigration policy and the American economy. Princeton, NJ: Princeton University Press.Google Scholar
Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press.Google Scholar
Bourne, J. (2001) Doing what comes naturally: How the discourses and routines of teachers’ practice constrain opportunities for bilingual support in UK primary schools. Language and Education, 15(4), 250278. Scholar
Bourne, J. (2007). Focus on literacy: ELT and educational attainment in England. In Cummins, J & Davison, C, eds., The international handbook of English language teaching. Norwell: Springer-Verlag.Google Scholar
Boyden, J. (2003). Children under fire: Challenging assumptions about children’s resilience. Children, Youth and Environments, 13(1). Scholar
Boyden, J. (2011). Why resilience research needs to take account of political economy and culture. International Society for the Study of Behavioural Development Bulletin, 1(59), 2731.Google Scholar
Brinton, D. M., Kagan, O. & Bauckus, S. (eds.) (2017). Heritage language education: A new field emerging. New York: Routledge.CrossRefGoogle Scholar
Brown, C. (2015). The educational, psychological, and social impact of discrimination on the immigrant child. Washington, DC: Migration Policy Institute.Google Scholar
Burgess, S. (2014). Understanding the success of London’s schools. Centre for Market and Public Organisation Working Paper, series no. 14/333. Scholar
Caidi, N. & Allard, D. (2005). Social inclusion of newcomers to Canada: An information problem? Library & Information Science Research, 27(3), 302324. DOI: 10.1016/j.lisr.2005.04.003Google Scholar
Cameron, D. (1995). Verbal hygiene. London: Routledge.Google Scholar
Cameron, L. (2003). Writing in English as an additional language at Key Stage 4 and post-16 (No. HMI 1094). OfstedGoogle Scholar
Caplan, N., Marcella, H. C. & Whitmore, J. K. (1991). Children of the boat people: A study of educational success. Ann Arbor: The University of Michigan Press.Google Scholar
Carreón, G., Drake, C. & Barton, A. (2005). The importance of presence: Immigrant parents’ school engagement experiences. American Educational Research Journal, 42(3), 465498. DOI: 10.3102/00028312042003465CrossRefGoogle Scholar
Casey, L. (2016). The Casey review: A review into opportunity and integration. London: Department for Communities and Local Government. Scholar
Castles, S., Korac, M., Vasta, E. & Vertovec, S. (2002). Integration: Mapping the field. Home Office online report 29/03. London: Home Office.Google Scholar
Ćatibušić, B. & Little, D. (2014). Immigrant pupils learn English: A CEFR-related empirical study of L2 development. Cambridge: Cambridge University Press.Google Scholar
Cederberg, M. (2014). Public discourses and migrant stories of integration and inequality: Language and power in biographical narratives. Sociology, 48(1), 133149. DOI: 10.1177/0038038512470041CrossRefGoogle Scholar
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 318. DOI: 10.1017/S026719051300007XGoogle Scholar
Chen, Y. (2009). Language support for emergent bilinguals in English mainstream schools: An observational study. Language, Culture and Curriculum, 22(1), 5770. DOI: 10.1080/07908310802696550Google Scholar
Chiang, L-H. N. (2008). ‘Astronaut families’: Transnational lives of middle-class Taiwanese married women in Canada. Social & Cultural Geography, 9(5), 505518. DOI: 10.1080/14649360802175709CrossRefGoogle Scholar
Choudry, S. (2018). The attainment of EAL pupils in England – What the headlines don’t tell us.–02-01-the-attainment-of-eal-pupils-in-england-what-the-headlines-dont-tell-us/Google Scholar
Clegg, J. (1996). Introduction. In Clegg, J, ed., Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters, pp. 135.CrossRefGoogle Scholar
Cline, T. & Crafter, S. (2014). Child language brokering in school: Final research report – Advantages and disadvantages of using children as translators and interpreters. London: Nuffield Foundation.Google Scholar
Coady, M. R., Cruz-Davis, J. & Flores, C. G. (2009). Personalmente: Home–school communication practices with (im)migrant families in North Florida. Bilingual Research Journal, 31(1–2), 251270. DOI: 10.1080/15235880802640714Google Scholar
Collet, B. (2018). Migration, religion, and schooling in liberal democratic states. New York: Routledge.Google Scholar
Collett, E. & Petrovic, M. (2014). The future of immigrant integration in Europe. Mainstreaming approaches to inclusion. Brussels: Migration Policy Institute Europe.Google Scholar
Combs, M. C., Da Silva Iddings, C. & Moll, L. (2014). 21st century linguistic apartheid: English language learners in Arizona public schools. In Orelus, P, ed., Affirming language diversity in schools and society: Beyond linguistic apartheid. New York: Routledge.Google Scholar
Commission for Racial Equality (1986). Teaching English as a second language. Report of a formal enquiry in Calderdale LEA. London: Commission for Racial Equality.Google Scholar
Conteh, J. (2012). Families, pupils and teachers learning together in a multilingual British city. Journal of Multilingual and Multicultural Development, 33(1), 101116. DOI: 10.1080/01434632.2011.638077Google Scholar
Conteh, J., Kumar, R. & Beddow, D. (2008). Investigating pupil talk in multilingual contexts: Sociocultural learning, teaching and researching. Education, 3–13, 36(3), 223235. DOI: 10.1080/03004270802217660Google Scholar
Coste, D. & Cavalli, M. (2015). Education, mobility, otherness: The mediation functions of schools. Strasbourg: Council of Europe.Google Scholar
Costley, T. (2014). English as an additional language, policy and the teaching and learning of English in England. Language and Education, 28(3), 276292. DOI: 10.1080/09500782.2013.836215CrossRefGoogle Scholar
Crivello, G. (2011). ‘Becoming somebody’: Youth transitions through education and migration in Peru. Journal of Youth Studies, 14(4), 395411. DOI: 10.1080/13676261.2010.538043Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222251. DOI: 10.3102/00346543049002222CrossRefGoogle Scholar
Cummins, J. (1984). Bilingualism and special education. Clevedon: Multilingual Matters.Google Scholar
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 1836. DOI: 10.17763/haer.56.1.b327234461607787CrossRefGoogle Scholar
Cusset, P.-Y., Garner, H., Harfi, M., Laine, F. & Marguerit, D. (2015). Young people from immigrant backgrounds: What are the barriers to their economic integration? Paris: France Stratégie.Google Scholar
Davies, N. (1996). Europe: A history. Oxford: Oxford University Press.Google Scholar
Day, E. (2002). Identity and the young language learner. Clevedon: Multilingual Matters.Google Scholar
de Block, L. & Buckingham, D. (eds.) (2007). Global children, global media: Migration, media and childhood. New York and Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
De Gaetano, Y. (2007). The role of culture in engaging Latino parents’ involvement in schools. Urban Education, 42(2), 145162. DOI: 10.1177/0042085906296536Google Scholar
Delamotte, R., Penloup, M.-C. & Reuter, Y. (2016). Décrocher/Raccrocher à l’école: La part du français. Repères. Recherche en didactique du français langue maternelle, 53, 712.Google Scholar
Delgado Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American Journal of Education, 100(1), 2046. DOI: 10.1086/444003Google Scholar
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 290298. DOI: 10.17763/haer.58.3.c43481778r528qw4Google Scholar
Demie, F. (2013). English as an additional language pupils: How long does it take to acquire English fluency? Language and Education, 27(1), 5969. DOI: 10.1080/09500782.2012.682580Google Scholar
Demie, F. (2018). English language proficiency and attainment of EAL (English as second language) pupils in England. Journal of Multilingual and Multicultural Development, 39(7), 641653. DOI: 10.1080/01434632.2017.1420658CrossRefGoogle Scholar
Demie, F. (2019). Educational attainment of East European pupils in primary schools in England. London Review of Education, 17(2), 159177. DOI: 10.18546/LRE.17.2.05Google Scholar
Department for Communities and Local Government (2015). The English indices of deprivation 2015. London: Department for Communities and Local Government.Google Scholar
Department for Education (DfE) (2011). Developing quality tuition. Effective practice in schools. English as an additional language. London: Department for Education.Google Scholar
Department for Education (DfE) (2012). School funding reform: Arrangements for 2013–2014. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2014). National curriculum in England: Framework for key stages 1 to 4. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2016). School census guide 2016 to 2017. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2017). Collection of data on pupil nationality, country of birth and proficiency in English: Summary report. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2018a). Schools, pupils and their characteristics. January 2018. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2018b). School census 2018 to 2019. London: Crown Copyright.Google Scholar
Department for Education (DfE) (2018c). EYFSP 2018 additional tables by pupil characteristics. Retrieved from:–2018Google Scholar
Department for Education (DfE) (2018d). Key stage 2 local authority tables. Retrieved from: Scholar
Department for Education (DfE) (2018e). Key stage 4 including multi-academy trust performance, 2018. Retrieved from: Scholar
Department for Education (DfE) (2018f). Key stage 4 and multi-academy trust performance, 2018: Characteristics local authority tables. Retrieved from: Scholar
Department for Education (DfE) (2018g). National, local authority and regional tables: national curriculum assessments at key stage 1 in England, 2018. Retrieved from:–2018Google Scholar
Department for Education (DfE) (2018h). National curriculum assessments at key stage 2 in England, 2018. Retrieved from: Scholar
Department for Education (DfE) (2018i). Revised GCSE and equivalent results in England, 2016 to 2017. London: Department for EducationGoogle Scholar
Department for Education (DfE) (2019). Attainment of pupils with English as an additional language. London: Crown Copyright. Retrieved from: Scholar
Department of Education and Science (DES) (1975). A language for life. (The Bullock Report). London: HMSO.Google Scholar
Department of Education and Science (DES) (1985). Education for all. (The Swann Report). London: HMSO.Google Scholar
Devere, H., McDermott, K. & Verbitsky, J. (2006). Just a refugee: Rights and status of refugees in New Zealand. In Crepeau, F, et al., eds., Forced migration and global processes. Lanham, BO: Lexington Books, pp.343367.Google Scholar
Devine, D. (2009). Mobilising capitals? Migrant children’s negotiation of their everyday lives in schools. British Journal of Sociology of Education, 30(5), 521535. DOI: 10.1080/01425690903101023Google Scholar
Devine, D. & Kelly, M. (2006).‘I just don’t want to get picked on by anybody’: Dynamics of inclusion and exclusion in a newly multi-ethnic Irish primary school. Children and Society, 20(2), 128139. DOI: 10.1111/j.1099–0860.2006.00020.xGoogle Scholar
Dillon, S. (2013). The impact of migrant children in Glasgow schools. Scholar
Dronkers, J. & Fleischmann, F. (2010). The educational attainment of second generation immigrants from different countries of origin in the EU member-states. In Dronkers, J, ed., Quality and inequality of education. Cross-national perspectives. Dordrecht, Heidelberg, London, New York: Springer, pp. 299328.Google Scholar
Dronkers, J. & Heus, M. (2016). Educational performance of the children of immigrants in sixteen OECD countries. In Besharov, D & Lopez, H, eds., A world in motion: Trends in migration and migration policy. Oxford: Oxford University Press, pp. 264290.Google Scholar
Dryden-Peterson, S. (2016). Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences. Theory and Research in Education, 14(2), 131148. Scholar
Dryden-Peterson, S., Adelman, E., Bellino, M. J. & Chopra, V. (2019). The purposes of refugee education: Policy and practice of including refugees in national education systems. Sociology of Education. Published online. DOI: 0038040719863054Google Scholar
Due, C., Riggs, D.W. & Augoustinos, M. (2014). Research with children of migrant and refugee backgrounds: A review of child-centered research methods. Child Indicators Research, 7, 209227. DOI: 10.1007/s12187-013-9214-6Google Scholar
Duong, M., Badaly, D., Liu, F., Schwartz, D. & McCarty, C. (2016). Generational differences in academic achievement among immigrant youths: A meta-analytic review. Review of Educational Research, 86(1), 341. DOI: 10.3102/0034654315577680Google Scholar
Durán, P. (2003). Children as mediators for the second language learning of their migrant parents. Language and Education, 17(5), 311331. DOI: 10.1080/09500780308666854Google Scholar
Durand, A. (2018). Au-delà de l’emballement, l’enseignement de l’arabe reste ultraminoritaire à l’école. Le Monde. September 2015. Scholar
Dyer, C. (2018). Education inclusion as a border regime: Implications for mobile pastoralists in Ethiopia’s Afar region. International Studies in Sociology of Education, 27(2–3), 145165. DOI: 10.1080/09620214.2018.1426998Google Scholar
El Karoui, H. (2018). La fabrique de l’islamisme. Paris: Institut Montaigne.Google Scholar
Ebrahim, H. (2010). Situated ethics: Possibilities for young children as research participants in the South African context. Early Child Development and Care, 180(3), 289298. DOI: 10.1080/03004430701822958Google Scholar
Ellis, B. H., Kia-Keating, M., Yusuf, S. A., Lincoln, A. & Nur, A. (2007). Ethical research in refugee communities and the use of community participatory methods. Transcultural Psychiatry, 44(3), 459481. DOI: 10.1177/1363461507081642Google Scholar
Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.Google Scholar
Ensor, M. O. (2010). Children and migration: At the crossroads of resiliency and vulnerability. Dordrecht: Springer.Google Scholar
Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62(2), 1841. DOI: 10.1080/01619568509538471Google Scholar
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.Google Scholar
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools, 2nd ed. Boulder, CO: Westview Press.Google Scholar
Epstein, J. L., Galindo, C. & Sheldon, S. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47, 462495. DOI: 10.1177/0013161X10396929Google Scholar
Eriksen, T. H. (2007). Complexity in social and cultural integration: Some analytical dimensions. Ethnic and Racial Studies, 30(6), 10551069. DOI: 10.1080/01419870701599481Google Scholar
Escarfé-Dublet, A. (2014). Mainstreaming immigrant integration policy in France: Education, employment, and social cohesion. Brussels: Migration Policy Institute.Google Scholar
Esser, H. (2006). Migration, language and integration. AKI Research Review 4. Berlin: Social Science Research Centre.Google Scholar
Economic and Social Research Council (ESRC) (2015). Evidence briefing: Immigrant integration in British society. Scholar
European Commission (2013). Study on educational support for newly-arrived migrant children. Luxembourg: Publications Office of the European Union.Google Scholar
European Commission (2016). Action plan on the integration of third country nationals. Brussels: European Commission.Google Scholar
European Commission (2017a). Joint working group seminar on integration of migrants: Background paper. Brussels: European Commission.Google Scholar
European Commission (2017b). Joint working group seminar on integration of migrants: Meeting report. Brussels: European Commission.Google Scholar
European Commission/ EACEA/ Eurydice (2019). Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Eurydice report. Luxembourg: Publications Office of the European Union.Google Scholar
Eurostat (2017). Migrant integration. Luxembourg: Publications Office European Union.Google Scholar
Evans, M. (2009). Codeswitching in computer-mediated communication: Linguistic and interpersonal dimensions of cross-national discourse between school learners of French and English. In Turnbull, M & Dailey-O’Cain, J, eds., First Language Use and Foreign Language Learning. Bristol: Multilingual Matters, pp. 5065.Google Scholar
Evans, M., Fisher, L., Forbes, K. & Liu, Y. (2019). The form and functions of newcomer EAL students’ speech in English: Patterns of progression and communication in semi-structured interview dialogue. Language and Education, 33(1), 1834. DOI: 10.1080/09500782.2018.1445756Google Scholar
Evans, M. & Liu, Y. (2018). The unfamiliar and the indeterminate: Language, identity and social integration in the school experience of newly arrived migrant children in England. Journal of Language, Identity and Education, 17(3), 152167. DOI: 10.1080/15348458.2018.1433043Google Scholar
Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Hu, M. & Liu, Y. (2016). Language development and school achievement: Opportunities and challenges in the education of EAL students. Cambridge: Bell Foundation.Google Scholar
Fargas-Malet, M., McSherry, D., Larkin, L. & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175192. DOI: 10.1177/1476718X09345412Google Scholar
Federal Bureau of Investigations (FBI) (2019). Hate Crime Statistics. Scholar
Feliciano, C. & Lanuza, Y. (2017). An immigrant paradox? Contextual attainment and intergenerational educational mobility. American Sociological Review, 82(1), 211241. DOI: 10.1177/0003122416684777Google Scholar
Felouzis, G. (2005). Ethnic segregation and its effects in middle school in France. Revue Française de Sociologie, 46(5), 335. DOI: 10.3917/rfs.465.0003Google Scholar
Ferfolja, T. & Vickers, M. (2010). Supporting refugee students in school education in Greater Western Sydney. Critical Studies in Education, 51(2), 149162. DOI: 10.1080/17508481003731034CrossRefGoogle Scholar
Fernández, E. & López, G. R. (2017). When parents behave badly: A critical policy analysis of parental involvement in schools. In Young, M. D. & Diem, S, eds., Critical approaches to education policy analysis: Moving beyond tradition. New York, NY: Springer, pp. 111130.Google Scholar
Flynn, N. (2007). Good practice for pupils learning English as an additional language: Lessons from effective literacy teachers in inner-city primary schools. Journal of Early Childhood Literacy, 7(2), 77198. DOI: 10.1177/1468798407079286Google Scholar
Foley, Y., Anderson, C., Conteh, J. & Hancock, J. (2018). Initial teacher education and English as an additional language. Edinburgh: The Bell Foundation.Google Scholar
Friedkin, N. E. (2004). Social cohesion. Annual Review of Sociology, 30, 409425. DOI: 10.1146/annurev.soc.30.012703.110625Google Scholar
Fruja Amthor, R. & Roxas, K. (2016). Multicultural education and newcomer youth: Re-imagining a more inclusive vision for immigrant and refugee students. Educational Studies, 52(2), 155176. DOI: 10.1080/00131946.2016.1142992Google Scholar
Fukuda-Parr, S. (2016). From the millennium development goals to the sustainable development goals: Shifts in purpose, concept, and politics of global goal setting. Gender and Development, 24(1), 4345. DOI: 10.1080/13552074.2016.1145895Google Scholar
Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behaviour. Child Development, 68(2), 351363.Google Scholar
Fürstenau, S. & Gomolla, M. (2009). Migration und schulischer Wandel: Elternbeteiligung. Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
Gándara, P. & Aldana, U. (2014). Who’s segregated now? Latinos, language, and the future of integrated schools. Educational Administration Quarterly, 50(5), 735748. DOI: 10.1177/0013161X14549957CrossRefGoogle Scholar
Gándara, P. & Rumberger, R. W. (2009). Immigration, language, and education: How does language policy structure opportunity. Teachers College Record, 111(3), 750782, ID Number: 15343.Google Scholar
Garcia, O. (2009). Bilingual education in the 21st Century: A global perspective. Malden, MA and Oxford: Basil/Blackwell.Google Scholar
García, O. & Kleifgen, J. A. (2010). Educating emergent bilinguals: A global perspective. Malden, MA and Oxford: Wiley-Blackwell.Google Scholar
Gast, M. J., Okamoto, D. & Feldman, V. (2017). ‘We only speak English here’: English dominance in language diverse, immigrant after-school programs. Journal of Adolescent Research, 32(1), 94121. DOI: 10.1177/0743558416674562Google Scholar
Genesee, F., Lindholm-Leary, K., Saunders, W. & Christian, D. (2006). Conclusions and future directions. In Genesee, F, Lindholm-Leary, K, Saunders, W & Christian, D, eds., Educating English language learners: A synthesis of research evidence. Cambridge: Cambridge University Press, pp. 223234.Google Scholar
Genevard, A. (2016). Arabe enseigné dès le CP: Voulons-nous vraiment lutter contre le communautarisme? Le Figaro, Scholar
Georgi, V., Ackermann, L. & Karakas, N. (2011). Vielfalt im Lehrerzimmer. Berlin: Waxmann.Google Scholar
Ghaffar-Kucher, A. (2006). assimilation, integration, or isolation? (re)framing the education of immigrants. Current Issues in Comparative Education, 9(1), 15.Google Scholar
Gibson, M., Carrasco, S., Pamies, J., Ponferrada, M. & Rios-Rojas, A. (2013). Different systems, similar results: Youth of immigrant origin at school in California and Catalonia. In Alba, R & Holdaway, J, eds., Children of immigrants at school. New York: New York University Press, pp. 84119.Google Scholar
Gill, T. & Benton, T. (2015). The accuracy of forecast grades for OCR GCSEs in June 2014. Cambridge: Cambridge Assessment.Google Scholar
Gill, T. & Chang, Y. (2015). The accuracy of forecast grades for OCR GCSEs in June 2013. Cambridge: Cambridge Assessment.Google Scholar
Gillborn, D. (2008). Tony Blair and the politics of race in education: Whiteness, doublethink and New Labour. Oxford Review of Education, 34(6), 713725. DOI: 10.1080/03054980802518938Google Scholar
Gillborn, D. (2015). Intersectionality, critical race theory, and the primacy of racism: Race, class, gender, and disability in education. Qualitative Inquiry, 21(3), 277287. DOI: 10.1177/1077800414557827Google Scholar
Goffman, E. (1978). The presentation of self in everyday life. London: Harmondsworth.Google Scholar
Gomolla, M. (2006). Tackling underachievement of learners from ethnic minorities: A comparison of recent policies of school improvement in Germany, England and Switzerland. Current Issues in Comparative Education, 9(1), 4659.Google Scholar
González, N., Moll, L. C. & Amanti, C. (eds.) (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. London: Routledge.Google Scholar
Goodall, J. & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399410. DOI: 10.1080/00131911.2013.781576Google Scholar
Goodall, J. & Vorhaus, J. (2010). Review of best practice in parental engagement. Department for Education, Scholar
Gowricharn, R. (2002). Integration and social cohesion: The case of the Netherlands. Journal of Ethnic and Migration Studies, 28(2), 259273. DOI: 10.1080/13691830220124323Google Scholar
Grant, K. & Mistry, M. (2010). How does the use of role-play affect the learning of year 4 children in a predominately EAL class? Education, 3–13, 38(2), 155164. DOI: 10.1080/03004270903130796Google Scholar
Grigorenko, E. L. (2013). US immigration and education: Cultural and policy issues across the lifespan. New York: Springer.Google Scholar
Guillemin, M. & Gillam, L. (2004). Ethics, reflexivity, and ‘ethically important moments’ in research. Qualitative Inquiry, 10(2), 261280. DOI: 10.1177/1077800403262360Google Scholar
Halstead, J. & McLaughlin, T. (2005). Are faith schools divisive? In Gardner, R, Cairns, J & Lawton, D, eds., faith schools. consensus or conflict? London: Routledge.Google Scholar
Hamilton, P. (2013a). Fostering effective and sustainable home–school relations with migrant worker parents: A new story to tell? International Studies in Sociology of Education, 23(4), 298317. DOI: 10.1080/09620214.2013.815439Google Scholar
Hamilton, P. L. (2013b). It’s not all about academic achievement: Supporting the social and emotional needs of migrant worker children. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31(2), 173190. DOI: 10.1080/02643944.2012.747555Google Scholar
Hamilton, R. (2004). Schools, teachers and education of refugee children. In Hamilton, R & Moore, D, eds., Educational interventions for refugee children. London: RoutledgeFalmer, pp. 8396.Google Scholar
Hargreaves, A. & Fullan, M. (2012). Transforming teaching in every school. New York:Teachers College Press.Google Scholar
Harris, E. & Nelson, M. D. (2008). Applied organizational communication: Theory and practice in a global environment, 3rd ed. London: Routledge.Google Scholar
Harte, E., Herrera, F. & Stepanek, M. (2016). Education of EU migrant children in EU member States. European Union, Scholar
Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Google Scholar
Heath, R. L. & Bryant, J. (2013). Human communication theory and research: Concepts, contexts, and challenges, 2nd ed. Abingdon Oxfordshire: Routledge.Google Scholar
Hobsbawm, E. (1994). Age of extremes: The short twentieth century 1914–1991. London: Michael Joseph.Google Scholar
Howe, P. (2017). English as a second language? Schools need to stop treating it as an obstacle to success. Scholar
Hutchinson, J. (2018). Educational outcomes of children with English as an additional language. Cambridge: The Bell Foundation.Google Scholar
Hymes, D. H. (1972). On communicative competence. In Pride, J. B. & Holmes, J, eds., Sociolinguistics. Harmondsworth: Penguin, pp. 269285.Google Scholar
Ichou, M. (2018). Les enfants d’immigrés à l’école. Paris: Presses Universitaires de France.Google Scholar
Ishimaru, A. M. (2014). Rewriting the rules of engagement: Elaborating a model of district-communication collaboration. Harvard Educational Review, 84(2), 188279.Google Scholar
Jackson, L. (2014). Muslims and Islam in US education: Reconsidering multiculturalism. New York: Routledge.Google Scholar
Jeynes, W. H. (2011). Parental involvement and academic success. New York: Routledge.Google Scholar
Johnson, E. & Johnson, D. (2015). Language policy and bilingual education in Arizona and Washington State. International Journal of Bilingual Education and Bilingualism, 18(1), 92112. DOI: 10.1080/13670050.2014.882288Google Scholar
Johnson, J. & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 6099. DOI: 10.1016/0010-0285(89)90003-0Google Scholar
Joppke, C. (2017). Is multiculturalism dead? Cambridge: Polity Press.Google Scholar
Kasinitz, P., Mollenkopf, J. H., Waters, M. C. & Holdaway, J. (2008). Inheriting the city: The children of immigrants come of age. New York: Russell Sage.Google Scholar
Kholi, R. & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race, Ethnicity and Education, 15(4), 441462. DOI: 10.1080/13613324.2012.674026Google Scholar
Khosrokhavar, F. (2018). Nouveau jihad en occident. Paris: Robert Laffont.Google Scholar
Kirk, R. (2019). From ‘language of origin’ to ‘modern language’: Arabic instruction in French schools. PhD proposal. Durham: Durham University.Google Scholar
Kotler, A., Wegerif, R. & Levoi, M. (2001). Oracy and the educational achievement of pupils with English as an additional language: The impact of bringing ‘talking partners’ into Bradford schools. International Journal of Bilingual Education and Bilingualism, 4(6), 403419. DOI: 10.1080/13670050108667740Google Scholar
Kymlicka, W. (2012). Multiculturalism: Success, failure and future. Washington, DC: Migration Policy Institute.Google Scholar
L’Obs (2018). Enseignement de l’arabe à l’école : 4 questions pour comprendre la polémique. Scholar
Langenkamp, A. G. (2009). Following different pathways: Social integration, achievement, and the transition to high school. American Journal of Education, 116(1), 6997. DOI: 10.1086/605101CrossRefGoogle ScholarPubMed
Lantolf, J. & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Google Scholar
Lee, Y. J. & Koo, H. (2006). ‘Wild geese fathers’ and a globalised family strategy for education in Korea. International Development Planning Review, 28(4), 533553. DOI: 10.3828/idpr.28.4.6Google Scholar
Le Monde (2018). Au-delà de l’emballement, l’enseignement de l’arabe reste ultraminoritaire à l’école. Retrieved 26 June 2019. Scholar
Leopold, L. & Shavit, Y. (2011). cultural capital does not travel well: immigrants, natives and achievement in israeli schools. European Sociological Review. First published online. DOI: 10.1093/esr/jcr086Google Scholar
Leung, C. (2001). English as an additional language: Distinct language focus or diffused curriculum concerns? Language and Education, 15(1), 3355. DOI: 10.1080/09500780108666798Google Scholar
Leung, C. (2004). Integrating EAL learners into the mainstream curriculum. NALDIC Quarterly, 2(1), 39.Google Scholar
Leung, C. (2007). Integrating school-aged ESL learners into the mainstream curriculum. In Cummings, J & Davison, C, eds., International handbook of English language teaching. New York, NY: Springer, pp. 249269.Google Scholar
Leung, C. (2016). English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories. Language and Education, 30(2), 158174. DOI: 10.1080/09500782.2015.1103260Google Scholar
Levine, G. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.Google Scholar
Liu, Y. & Evans, M. (2016). Multilingualism as legitimate shared repertoires in school communities of practice: Students’ and teachers’ discursive constructions of languages in two schools in England. Cambridge Journal of Education, 46(4), 553568. DOI: 10.1080/0305764X.2015.1091441Google Scholar
Liu, Y., Fisher, L., Forbes, K. & Evans, M. (2017). The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication, 17(4), 378395. DOI: 10.1080/14708477.2017.1368136Google Scholar
Lo Bianco, J. & Ball, A. (eds.) (2016). Learning from difference: Comparative accounts of multicultural education. New York: Springer.Google Scholar
Logan, J. & Burdick-, Will, J. (2016). School segregation, charter schools, and access to quality education. Journal of Urban Affairs, 38(3), 323343. DOI: 10.1111/juaf.12246Google Scholar
López, G. R. (2001). The value of hard work: Lessons on parental involvement from an (im)migrant household. Harvard Educational Review, 71(3), 416437. DOI: 10.17763/haer.71.3.43x7k542x023767uGoogle Scholar
Lorcerie, F. (2011). École et ethnicité en France: Pour une approche systémique contextualisée. SociologieS [En Ligne], Scholar
Lugo-Neris, M. J., Jackson, C. W. & Goldstein, H. (2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41(3), 314327. DOI: 10.1044/0161-1461(2009/07-0082)Google Scholar
Manzoni, C. & Rolfe, H. (2019). How schools are integrating new migrant pupils and their families. London: National Institute of Economic and Social Research.Google Scholar
May, S. (2014). Justifying educational language rights. Review of Research in Education, 38(1), 215241. DOI: 10.3102/0091732X13506694Google Scholar
Maybin, J. (2007). Children’s voices: Talk, knowledge and identity. Houndmills: Palgrave Macmillan.Google Scholar
Mendenhall, M., Dryden-Peterson, S., Bartlett, L., Ndirangu, C., Imonje, R., Gakunga, D., Gichuhi, L., Nyagah, G., Okoth, U. & Tangelder, M. (2015). Quality education for refugees in Kenya: Pedagogy in urban Nairobi and Kakuma refugee camp settings. Journal on Education in Emergencies, 1(1), 92130. DOI: 10.17609/N8D08KGoogle Scholar
Merry, M. (2016). Equality, citizenship, and segregation: A defence of separation. New York: Springer.Google Scholar
Messiou, K. & Ainscow, M. (2015). Engaging with the views of students: A catalyst for powerful teacher development? Teaching and Teacher Education, 5(2), 246255. DOI: 10.1080/09243453.2014.966726Google Scholar
Michael-Luna, S. (2013). What linguistically diverse parents know and how it can help early childhood educators: A case study of a dual language preschool community. Early Childhood Education Journal, 41(6), 447454. DOI: 10.1007/s10643-013-0574-9Google Scholar
Miller, E., Ziaian, T. & Esterman, A. (2018). Australian school practices and the education experiences of students with a refugee background: A review of the literature. International Journal of Inclusive Education, 22(4), 339359. DOI: 10.1080/13603116.2017.1365955Google Scholar
Ministry of Housing, Communities and Local Government (2018). Integrated communities strategy green paper. London: HM GovernmentGoogle Scholar
Mistry, M. & Sood, K. (2010). English as an additional language: Assumptions and challenges. Management in Education, 24(3), 111114. DOI: 10.1177/0892020608090404Google Scholar
Mitchell, K. (2013). Race, difference, meritocracy, and English: Majoritarian stories in the education of secondary multilingual learners. Race Ethnicity and Education, 16(3), 339364, DOI: 10.1080/13613324.2011.645569Google Scholar
Modood, T. & Meer, N. (2013). Framing multicultural citizenship in Europe. In Triandafyllidou, T, Modood, T & Meer, N, eds., European mutlticulturalism(S): Cultural, religious and ethnic challenges. Edinburgh: Edinburgh University Press.Google Scholar
Moll, L., Amanti, C., Neff, D. & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132141. DOI: 10.1080/00405849209543534Google Scholar
Morgan, N. (2015). Why knowledge matters. London: Carlton Club. Retrieved from Scholar
Moskal, M. (2016). Language and cultural capital in school experience of Polish children in Scotland. Race Ethnicity and Education, 19(1), 141160. DOI: 10.1080/13613324.2014.911167Google Scholar
Murphy, V. & Unthiah, A. (2015). A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL). London: Educational Endowment Fund.Google Scholar
Myers-Scotton, C. (1983). The negotiation of identities in conversation: A theory of markedness and code-choice. International Journal of Sociology of Language, 44, 115136. DOI: 10.1515/ijsl.1983.44.115Google Scholar
Naidoo, L. (2013). Refugee action support: An interventionist pedagogy for supporting refugee students’ learning in Greater Western Sydney secondary schools. International Journal of Inclusive Education, 17(5), 449461. DOI: 10.1080/13603116.2012.683048Google Scholar
Nam, Bu-Hyun & Park, Duk-Byeong (2014). Parent involvement: Perceptions of recent immigrant parents in a suburban school district, Minnesota, Educational Studies, 40(3), 301329. DOI: 10.1080/03055698.2014.898576Google Scholar
Nicolai, S., Wales, J. & Aiazzi, E. (2017). Education, migration and the 2030 Agenda for sustainable development. London: Overseas Development Institute.Google Scholar
Nilsson, J. & Axelsson, M. (2013). ‘Welcome to Sweden …’: Newly arrived students’ experiences of pedagogical and social provision in introductory and regular classes. International Electronic Journal of Elementary Education, 6(1), 137164.Google Scholar
Nilsson, J. & Bunar, N. (2016). Educational responses to newly arrived students in Sweden: Understanding the structure and influence of post migration ecology. Scandinavian Journal of Educational Research, 60(4), 399416. DOI: 10.1080/00313831.2015.1024160Google Scholar
Nogera, P. (2017). Introduction to racial inequality and education: Patterns and prospects for the future. The Educational Forum, 81(2), 129135. DOI: 10.1080/00131725.2017.1280753Google Scholar
Norris, J. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230244. DOI: 10.1017/S0267190516000027Google Scholar
Ochs, E. & Schieffelin, B. (2008). Language socialization: An historical overview. In Duff, P & Hornberger, N, eds., Encyclopedia of language and education. New York, NY: Springer, vol. 8, 2nd ed., pp. 315.Google Scholar
Office of National Statistics (ONS) (2017). Births by parents’ country of birth, England and Wales: 2016. Scholar
Organisation for Economic Co-operation and Development (OECD) (2003). Social integration of migrants and ethnic minorities: Policies to combat discrimination. Paris: OECD.Google Scholar
Organisation for Economic Co-operation and Development (OECD) (2015). Helping immigrant students to succeed at school – and beyond. Paris: OECD Publishing, Scholar
Organisation for Economic Co-operation and Development (OECD) (2017). Interrelations between public policies, migration and development. Paris: OECD Publishing. Scholar
Organisation for Economic Co-operation and Development (OECD) (2018). OECD reviews of migrant education – closing the gap for immigrant students: Policies, practice and performance. Paris: OECD Publishing. Scholar
Olivos, E. M. & Mendoza, M. (2010). Immigration and educational inequality: Examining Latino immigrant parents’ engagement in U.S. Public schools. Journal of Immigrant and Refugee Studies, 8(3), 339357. DOI: 10.1080/15562948.2010.501301Google Scholar
Olivos, E. M., Jiménez Castellanos, O. & Ochoa, A. M. (eds.) (2011). Bicultural parental engagement: Advocacy and empowerment. New York, NY: Teachers College Press.Google Scholar
Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York, NY: The New Press.Google Scholar
Oxley, E. & de Cat, C. (2019). A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL). The Language Learning Journal. First published online. DOI: 10.1080/09571736.2019.1597146Google Scholar
Pinson, H. & Arnot, M. (2010). Local conceptualisations of the education of asylum-seeking and refugee students: From hostile to holistic models. International Journal of Inclusive Education, 14(3), 247267. DOI: 10.1080/13603110802504523Google Scholar
Pinson, H., Arnot, M. & Candappa, M. (2010). Education, asylum and the non-citizen child: The politics of compassion and belonging. London: Palgrave.Google Scholar
Portes, A. & Rivas, A. (2011). The adaptation of migrant children. The Future of Children, 21(1), 219246. DOI: 10.1093/esr/jcr086Google Scholar
Portes, A. & Rumbaut, R. G. Children of immigrants longitudinal study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991–2006. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018–12-12, Scholar
Portes, A. & Rumbaut, R. G. (2006). Immigrant America: A portrait. Berkeley: University of California Press.Google Scholar
Pushor, D. A. (2001). A storied photo album of parents’ positioning and the landscape of schools. Unpublished doctoral dissertation. University of Alberta, Edmonton, Canada.Google Scholar
Pushor, D. (2012). Tracing my research on parent engagement: Working to interrupt the story of school as protectorate. Action in Teacher Education, 34(5–6), 464479. DOI: 10.1080/01626620.2012.729474Google Scholar
Putnam, R. D. (2001). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.Google Scholar
Race, R. (2015). Multiculturalism and education. London: Bloomsbury Publishing.Google Scholar
Rah, Y., Choi, S. & Nguyễn, T. S. T. (2009). Building bridges between refugee parents and schools. International Journal of Leadership in Education, 12(4), 347365. DOI: 10.1080/13603120802609867Google Scholar
Ramalingam, V. & Griffith, P. (2015). Saturdays for success: How supplementary education can support pupils from all backgrounds to flourish. London: Institute of Public Policy Research.Google Scholar
Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman.Google Scholar
Rampton, B. (2006). Language in late modernity: Interaction in an urban school. Cambridge: Cambridge University Press.Google Scholar
Rao, N. & Hossain, M. I. (2012). ‘I want to be respected’: Migration, mobility, and the construction of alternate educational discourses in rural Bangladesh. Anthropology & Education Quarterly, 43(4), 415428. DOI: 10.1111/j.1548–1492.2012.01194.xGoogle Scholar
Raveaud, M. (2006). De l’enfant au citoyen: La construction de la citoyenneté à l’école en France et en Angleterre. Paris: Presses universitaires de France.Google Scholar
Raveaud, M. (2008). Culture-Blind? Parental discourse on religion, ethnicity and secularism in the French educational context. European Educational Research Journal, 7(1), 7488. DOI: 10.2304/eerj.2008.7.1.74Google Scholar
Reakes, A. (2007). The education of asylum seekers: Some UK case studies. Research in Education, 77(1), 92107. Scholar
Reay, D. (1998). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In Grenfell, M & James, D, eds., Bourdieu and Education: Acts of Practical Theory. London: Falmer Press.Google Scholar
Renaisi (2015). Families and Communities: Bilingual Parent Support Advisors in Islington. Scholar
Renzaho, A. M. N. & Vignjevic, S. (2011). The impact of a parenting intervention in Australia among migrants and refugees from Liberia, Sierra Leone, Congo and Burundi: Results from the African Migrant Parenting Program. Journal of Family Studies, 17(1), 7179. DOI: 10.5172/jfs.2011.17.1.71Google Scholar
Richardson, R. & Bolloten, B. (2015). The Great British values disaster – Education, security and vitriolic hate. London: Institute of Race Relations, Scholar
Rienco, C. (2014). Characteristics and outcomes of migrants in the UK. Labour Market. Briefings. The Migration Observatory at the University Oxford.Google Scholar
Robertson, A. (2016). British schools forced to hire eastern European teaching assistants to help pupils who don’t speak English as a first language. Daily Mail. Retrieved 22 May 2016.–ixzz4YevJ7064Google Scholar
Rosenbaum, E. & Rochford, J. A. (2008).Generational patterns in academic performance: The variable effects of attitudes and social capital. Social Science Research, 37(1), 350372. DOI: 10.1016/j.ssresearch.2007.03Google Scholar
RTL (2018). Enseignement de l’arabe à l’école : ce qui est réellement proposé et ce qui existe déjà.–7794755314Google Scholar
Rudiger, A. & Spencer, S. (2003). The economic and social aspects of migration. Brussels: European Commission. Scholar
Ruíz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education, 8(2), 1534. DOI: 10.1080/08855072.1984.10668464Google Scholar
Rumbaut, R. G. (1994). The crucible within: Ethnic identity, self-esteem, and segmented assimilation among children of immigrants. International Migration Review, 28(4), 748794. DOI: 10.2307/2547157Google Scholar
Rumbaut, R. G. (1997). Assimilation and its discontents: Between rhetoric and reality. International Migration Review, 31(4), 923960. Scholar
Ryan, L. (2018). Differentiated embedding: Polish migrants in London negotiating belonging over time. Journal of Ethnic and Migration Studies, 44(2), 233251. DOI: 10.1080/1369183X.2017.1341710Google Scholar
Safi, M. (2008). The immigrant integration process in France: Inequalities and segmentation. Revue française de sociologie, 49(5), 344. DOI: 10.3917/rfs.495.0003Google Scholar
Saito, K. (2015). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37(4), 713743. DOI: 10.1017/S0272263115000248Google Scholar
Sales, R., Ryan, L., Lopez-Rodriguez, M. & D’Angelo, A. (2008). Polish pupils in London schools: Opportunities and challenges. Social Policy Research Centre, Middlesex University.Google Scholar
Samovar, L. A., Porter, R. E., McDaniel, E. R. & Roy, C. S. (2013). Communication between cultures, 8th ed. Boston: Wadsworth, Cengage Learning.Google Scholar
Sayad, A. (2004). L’Ecole et les enfants de l’immigration. Paris: Seuil.Google Scholar
Scheff, T. J. (2007). A concept of social integration. Philosophical Psychology, 20(5), 579593. DOI: 10.1080/09515080701549314Google Scholar
Schneider, C. (2013). Researching transnationalisation and higher education in the context of social mechanisms. Journal of Contemporary European Studies, 21(4), 480495. DOI: 10.1080/14782804.2013.865409Google Scholar
Schneider, C. (2016). Transnationalisation and school education: The interconnection between structures, actors and mechanisms. Globalisation, Societies and Education, 1–14 (online publication, July 2016). DOI: 10.1080/14767724.2016.1195725Google Scholar
Schneider, C. & Arnot, M. (2018a). An exploration of school communication approaches for newly arrived EAL students: Applying three dimensions of organisational communication theory. Cambridge Journal of Education, 48(2), 245262. (online June 2017). DOI: 10.1080/0305764X.2017.1329399Google Scholar
Schneider, C. & Arnot, M. (2018b). Transactional school-home-school communication: Addressing the mismatches between migrant parents’ and teachers’ views of parental knowledge, engagement and the barriers to engagement. Teaching and Teacher Education, 75, 1020. DOI: 10.1016/j.tate.2018.05.005Google Scholar
Schneider, C. & Holman, D. (2005). A profile of migrant workers in the Breckland area. Keystone Development Trust. Scholar
Schneider, C. & Holman, D. (2011). Longitudinal study of migrant workers in the East of England 2008–2010: Final report. East of England Development Agency.Google Scholar
Schnepf, V. (2006). How different are immigrants? A cross-country and cross-survey analysis of educational achievement. In Parsons, C & Smeeding, T, eds., Immigration and the transformation of Europe. Cambridge: Cambridge University Press.Google Scholar
Shain, F. (2012). Intersections of ‘race’, class and gender in the social and political identifications of young Muslims in England. In Bhopal, K & Preston, J, eds., Intersectionality and ‘race’ in education. Abingdon: Routledge, pp. 138157.Google Scholar
Sime, D. (2017). Challenging barriers to participation: doing research with migrant children and young people. In Evans, R, Holt, L & Skelton, T, eds., Methodological approaches, geographies of children and young people 2. Singapore: Springer, pp. 135157.Google Scholar
Skutnabb‐Kangas, T. (2008). Language rights and bilingual education. In Encyclopedia of language and education, 1578–1592. Boston, MA: Springer.Google Scholar
Sosa, A. S. (1997). Involving Hispanic parents in educational activities through collaborative relationships. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 21(2–3), 285293. DOI: 10.1080/15235882.1997.10668665Google Scholar
Stinson, M. & Antia, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 4(3), 163175. DOI: 10.1093/deafed/4.3.163Google Scholar
Strand, S., Malmberg, L. & Hall, J. (2015). English as an additional language and education achievement in England: An analysis of the National Pupil Database. Education Endowment Fund.Google Scholar
Strand, S. & Hessel, A. (2018). English as an additional language, proficiency in English and pupils’ educational achievement: Analysis of local authority data. Cambridge: The Bell Foundation.Google Scholar
Stutchbury, K. (2012). Research design and ethics. In Wilson, E, ed., School-based research: A guide for education students, 2nd ed. London: Sage, 8295.Google Scholar
Suárez-Orozco, C. (2003). Formulating identity in a globalised world. In Suárez-Orozco, M & Qin-Hilliard, D, eds., Globalization: Culture & education in the new millennium. University of California Press & Ross Institute. Scholar
Suárez-Orozco, C. & Suárez-Orozco, M. M. (2001a). Children of immigration. Cambridge, Massachusetts and London: Harvard University Press.Google Scholar
Suárez-Orozco, C. & Suárez-Orozco, M.M. (2001b). Transnationalism of the heart: Familyhood across borders. In Cere, D & McClain, L, eds., What is parenthood? Competing models for understanding today’s revolution in parenthood. London: Cambridge University Press.Google Scholar
Suárez-Orozco, M. & Suárez-Orozco, C. (2015). Children of immigration. Phi Delta Kappan, 97(4), 814. DOI: 10.1177/0031721715619911Google Scholar
Suárez-Orozco, C., Martin, M., Alexandersson, M., Dance, L. J. & Lunneblad, J. (2013). Promising practices: Preparing children of immigrants in New York and Sweden. In Alba, R & Holdaway, J, eds., The children of immigrants at school, New York: New York University Press, pp. 204251.Google Scholar
Suárez-Orozco, C., Suárez-Orozco, M. M. & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA and London: The Belknap Press of Harvard University Press.Google Scholar
Suárez-Orozco, M. M., Suárez-Orozco, C. & Sattin-Bajaj, C. (2010). Making migration work. Peabody Journal of Education, 85(4), 535551. DOI: 10.1080/0161956X.2010.518053Google Scholar
Tannen, D. (2007). Talking voices: Repetition, dialogue and imagery in conversational discourse, 2nd ed. Cambridge: Cambridge University Press.Google Scholar
Taylor, S. & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 3956. DOI: 10.1080/13603110903560085Google Scholar
Telles, E. M. & Ortiz, V. (2008). Generations of exclusion: Mexican-Americans, assimilation, and race. Russell Sage Foundation.Google Scholar
Tereshchenko, A. & Archer, L. (2014). New migration, new challenges: Eastern European migrant pupils in English schools. London: King’s College London.Google Scholar
Tereshchenko, A. & Archer, L. (2015). Identity projects in complementary and mainstream schools: The views of Albanian and Bulgarian students in England. Research Papers in Education, 30(3), 347365. DOI: 10.1080/02671522.2014.919521Google Scholar
Tomlinson, S. (2000). Ethnic minorities and education: New disadvantages. In Cox, T, ed., Combating educational disadvantage: Meeting the needs of vulnerable children. London: Falmer, pp. 1736.Google Scholar
Tomlinson, S. (2009). Multicultural education in the United Kingdom. In Banks, J, ed., The Routledge international companion to multicultural education, London: Routledge, pp. 121133.Google Scholar
Torff, B. (1999). Tacit knowledge in teaching: Folk pedagogy and teacher education. In Sternberg, R. J. & Horvath, J. A., eds., Tacit knowledge in professional practice. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 195214.Google Scholar
Trasberg, K. & Kond, J. (2017). Teaching new immigrants in Estonian schools – Challenges for a support network. Acta Paedagogica Vilnensia, 38, 90100. DOI: Scholar
UNESCO (2017). A guide for ensuring inclusion and equity in education. Paris: The United Nations Educational, Scientific and Cultural Organization.Google Scholar
UNESCO (2019). Migration, displacement and education: Building bridges, not walls. Global Education Monitoring report. Paris: The United Nations Educational, Scientific and Cultural Organization.Google Scholar
Unterhalter, E. (2014). Measuring education for the millennium development goals: Reflections on targets, indicators, and a post-2015 framework. Journal of Human Development and Capabilities, 15(2–3), 176187. DOI: 10.1080/19452829.2014.880673Google Scholar
Uptin, J., Wright, I. & Harwood, V. (2016). Finding education: Stories of how young former refugees, Race, Ethnicity and Education, (19) 3, 598617, DOI: 10.1080/13613324.2014.885428Google Scholar
Van der Linden, J., Blaak, M & Andrew, F. (2013). The contribution of the diaspora to the reconstruction of education in South Sudan: The challenge of being involved from a distance. Compare: A Journal of Comparative and International Education, 43(5), 646666. DOI: 10.1080/03057925.2013.821324Google Scholar
van Praag, L., Boone, S., Stevens, P. & Van Houtte, M. (2015). How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: An ethnographic study in Belgium. Social Psychology of Education, 18(1), 165184. DOI: 10.1007/s11218-014-9273-7Google Scholar
van Zanten, A. (2000). L’école de la périphérie. Scolarité et ségrégation en banlieue. Paris: Presses Universitaires de France.Google Scholar
Veresov, N. & Mok, N. (2018). Understanding development through the perezhivanie of learning. In Lantolf, J, Poehner, M & Swain, M, eds., The Routledge handbook of sociocultural theory and second language development. New York and Abingdon: Routledge, pp. 89101.Google Scholar
Vertovec, S. (2019). Talking around super-diversity. Ethnic and Racial Studies, 42(1), 125139. DOI: 10.1080/01419870.2017.1406128Google Scholar
Vertovec, S. & Wessendorf, S. (eds.) (2009). The multiculturalism backlash: European discourses, policies, and practices. London: Routledge.Google Scholar
Vincent, C. & Hunter-Henin, M. (2018). The problem with teaching ‘British values’ in school. The Conversation, February 6.–83688.Google Scholar
Volante, L., Klinger, D. & Bilili, O. (eds.) (2018). Immigrant student achievement and education policy: Cross-cultural approaches. Cham: Springer.Google Scholar
Wacquant, L. (1992) Pour en finir avec le mythe des ‘cités-ghettos’: Les différences entre la France et les Etats-Unis. Les Annales de la recherche urbaine, 54, 2130. DOI: 10.3406/aru.1992.1652Google Scholar
Walker, P. (2014). Engaging the parents of EAL learners in positive support for their children’s language development. London: British Council.Google Scholar
Wang, Y. & Rendle-Short., J. (2013). Making the ‘invisible’ visible: A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom. In Dervin, F & Liddicoat, A. J., eds., Linguistics for intercultural education. Amsterdam: John Benjamins, pp. 113136.Google Scholar
Wardman, C. (2012). Pulling the threads together: Current theories and current practice affecting UK primary school children who have English as an Additional Language. ELT Research Papers 12–04. London: British Council.Google Scholar
Warmington, P., Gillborn, D., Rollock, N. & Demack, S. (2018). ‘They can’t handle the race agenda’: Stakeholders’ reflections on race and education policy, 1993–2013. Educational Review, 70(4), 409426. DOI: 10.1080/00131911.2017.1353482Google Scholar
Welply, O. (2015). Re-imagining otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England. European Educational Research Journal, 14(5), 430453. DOI: 10.1177/1474904115603733Google Scholar
Welply, O. (2017). ‘My language … I don’t know how to talk about it’: Children’s views on language diversity in primary schools in France and England. Language and Intercultural Communication, 17(4), 437454. DOI: 10.1080/14708477.2017.1368145Google Scholar
Welply, O. (2018). ‘I’m not being offensive but … ’: Intersecting discourses of discrimination towards Muslim children in school. Race Ethnicity and Education, 21(3), 370389. DOI: 10.1080/13613324.2017.1294569Google Scholar
Welply, O. (2019). A crisis in education? An Arendtian perspective on citizenship and belonging in France and England. British Journal of Sociology of Education, 40(6), 759775. DOI: 10.1080/01425692.2019.1592661Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.Google Scholar
Yates, L. (2011). Interaction, language learning and social inclusion in early settlement. International Journal of Bilingual Education and Bilingualism, 14(4), 457471, DOI: 10.1080/13670050.2011.573068Google Scholar
Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht: Springer.Google Scholar
Youdell, D. (2012). Intelligibility, agency and the race-nationed-religioned subjects of education. In Bhopal, K & Preston, J, eds., Intersectionality and ‘raced’ in education. Abingdon: Routledge.Google Scholar