Résumé
An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The purpose of the paper is to explore the role of motivation to learn the new language and culture of the country of settlement. In particular, we focus on determinants of motivation in the context of language learning and problems immigrant and refugee students are faced with in a new country. We also present the JES-PL Method which aims to support the development of language and communication skills within an immigrant family in the context of school language education (JES).
Références
Assor A., Kaplan H., Kanat-Maymon Y., Roth G. (2005), Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety (w) „Learning and Instruction”, nr 15, str. 397-413.
Beiser M., Turner R. J., Ganesan S. (1989), Catastrophic stress and factors affecting its consequences among South-East Asians Refugees (w) „Social Science & Medicine”, nr 163, str.10-23.
Brophy J. (2010), Motivating students to learn. New York: Routledge.
Budyta-Budzyńska M. (2011), Adaptacja, integracja, asymilacja – próba ujęcia teoretycznego (w) Budyta-Budzyńska M. (red.), Integracja czy asymilacja? Polscy imigranci na Islandii. Warszawa: Wydawnictwo Naukowe Scholar.
Chiswick B.R., Miller P.W. (2001), A model of destination-language acquisition: Application to male immigrants in Canada (w) „Demography”, nr 38 (3), str. 391-409.
Cummins J. (1981), Age on arrival and immigrant second language learning in Canada: A reassessment (w) „Applied Linguistics”, nr 2 (2), str. 132-149.
Cyrulnik B. (2014), L'interview (w) Marie Clainchard, L’avenir est en nous – des aventuriers de l’existence témoignent, Dangles Online: http://lavenirestennousblog.free.fr/index.php?post/2014/06/12/Boris-Cyrulnik-t%C3%A9moigne-%3A [DW: 12.06.2018].
Danilewicz W. (2006), Sytuacja życiowa dzieci w rodzinach migracyjnych. Białystok: Wydawnictwo Uniwersyteckie Trans Humana.
Danilewicz W. (2010), Rodzina ponad granicami. Transnarodowe doświadczenia wspólnoty rodzinnej. Białystok: Wydawnictwo Uniwersyteckie Trans Humana.
De Bellis M. D., Hooper S. R., Spratt E. G., Woolley D. P. (2009), Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD (w) „Journal of the International Neuropsychological Society: JINS”, nr 15 (6), str. 868-878.
Hadrien D. (2016), Quelle place pour le « culturel » en géographie des migrations internationales? Géographie et cultures, str. 93-94. Online: http://journals.openedition.org/gc/4032; DOI : 10.4000/gc.4032 [DW: 12.06.2018].
Dweck C. S., Molden D.C. (2017), Mindsets. Their impact on competence motivation and acquisition (w) Elliot, A.J., Dweck C.S., Yeager D.S. (red.), Handbook of competence and motivation: theory and application. Second edition. New York: Guilford Press, str. 135-154.
Elliott J. G. (2000), The psychological assessment of children with learning difficulties (w) „British Journal of Special Education”, nr 27 (2), str. 59-66.
Gardner R. C. (1985), Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Gardner R. C., Lambert W. E. (1972), Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner R. C., MacIntyre P. D. (1993), A student’s contributions to second-language learning. Part II: Affective variables (w) „Language Teaching”, nr 26, str. 1-11.
Gaweł-Luty E., Kiełb-Garbarczyk D. (2016), Sytuacja rodzinna dziecka wobec migracji zarobkowej rodzica/rodziców. Sprawozdanie z badań. Online: https://repozytorium.ukw.edu.pl/bitstream/handle/item/3731/Sytuacja%20rodzinna%20dziecka%20wobec%20migracji%20zarobkowej%20rodzica%20rodzicow%20Sprawozdanie%20z%20badan.pdf?sequence=1&isAllowed=y [DW: 16.05.2018].
Gmaj K., Iglicka K., Walzak B. (2013), Dzieci uchodźcze w polskiej szkole. Wyzwania systemu edukacji dla integracji i rynku pracy. Warszawa: Wydawnictwo Naukowe Scholar.
Grolnick W. S., Ryan R. M., Deci E. L. (1991), The inner resources for school achievement: Motivational mediators of children’s perceptions of their parents (w) „Journal of Educational Psychology”, nr 83, str. 508-517.
Górska K., Korczak L. (2014), Integracja w szkole dzieci z rodzin uchodźców. Edukacja ustawiczna dorosłych, nr 4 (87), str. 18-32.
Halle T., Hair E., Wandner L., McNamara M., Chien N. (2011), Predictors and outcomes of early versus later English language proficiency among English language learners (w) „Early Childhood Research Quarterly”, nr 27 (1), str. 1-20.
Haugard E. (2003), Introductory programme for newly settled refugees: Two years experience from Drammen municipality (w) „Linjer”, nr 13, str. 1-4.
Iglicka K. (2017), Chechen’s Lesson. Challenges of Integrating Refugee Children in a Transit Country: A Polish Case Study (w) „Central and Eastern European Migration Review”, nr 6 (2), str. 123-140. DOI: 10.17467/ceemr.2017.08.
Iversen V.C., Sveaass N., Morken G. (2014), The role of trauma and psychological distress on motivation for foreign language acquisition among refugees. (w) „International Journal of Culture and Mental Health”, nr 7 (1), str. 59-67. DOI:10.1080/17542863.2012.695384.
Kaplan I., Stolk Y., Valibhoy M., Tucker A., Baker, J. (2015), Cognitive assessment of refugee children: Effects of trauma and new language acquisition (w) „Transcultural Psychiatry”, nr 53 (1), str. 81-109. DOI: 10.1177/1363461515612933.
Kindler M., Napierała J. (2010), Migracje kobiet przypadek Polski. Warszawa: Wydawnictwo Naukowe Scholar.
Klaus W. (2007), Polska wobec migrantów – polityka i rzeczywistość (w) Klaus W. (red.), Migranci na polskim rynku pracy. Rzeczywistość, problemy, wyzwania. Online: https://interwencjaprawna.pl/docs/migranci-narynku.pdf [DW: 12.10.2018].
Masgoret A-M., Bernaus M., Gardner R. C. (2003), Examining the role of attitudes and motivation outside of the formal classroom: A test of the mini-AMTB for children (w) Dornyei Z., Schmidt R. (red.), Motivation and second language acquisition, str. 167-210.
Mesch G. S. (2003), Language proficiency among new immigrants: the role of human capital and societal conditions: the case of immigrants from FSU in Israel (w) „Sociological Perspectives”, nr 46 (1), str. 41-58.
Miller J. (2009), Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy (w) „International Journal of Science Education”, nr 31 (4), str. 571-592.
Noels K. A., Pelletier L. G., Vallerand, R. J. (2000), Why are you learning a second language? Motivational orientations and self-determination theory (w) „Language Learning”, nr 50 (1), str. 57-85.
Nowicka E., Połeć W. (2005), Sukces w szkole czy wbrew szkole. Dzieci romskie i wietnamskie w oczach nauczycieli polskich. (w) „Etnografia Polska”, nr 49 (1-2), str. 31-56.
OECD/European Union (2015), Indicators of immigrant integration 2015: Settling in. Paris: OECD Publishing. Online: http://dx.doi.org/10.1787/9789264234024-en [DW: 12.06.2018].
O’Connor T. G. R. M. (2000), The effects of global severe privation on cognitive competence: Extension and longitudinal follow-up (w) „Child Development”, nr 71 (2), str. 376-390.
Olff M., Brosschot J.F., Godaert G. (1992), Coping styles and health (w) „Personality and Individual Differences”, nr 15 (1), str. 81-90.
Pamuła-Behrens M., Hennel-Brzozowska A. (2017), Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej. (w) „Studia Edukacyjne”, nr 46, s.169-191.
Pamuła-Behrens M., Szmańska M. (2017), Uczenie uczniów z doświadczeniem migracji – analiza potrzeb. Online: http://filpolska.up.krakow.pl/wpcontent/uploads/2018/03/raport.pdf [DW: 12.06.2018].
Pamuła-Behrens M., Szmańska M. (2018), Metoda JES-PL. Nauczanie języka edukacji szkolnej (w) „Języki Obce w Szkole”, nr 2, str. 4-10.
Paxton G., Smith N., Win A. K., Mulholland N., Hood S. (2011), Refugee status report: A report on how refugee children and young people in Victoria are faring. Melbourne, Australia: Department of Education and Early Childhood Development. Online: https://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/children/refugee-status-report.pdf [DW: 11.06.2018].
Pechtel P., Pizzagalli D. (2011), Effects of early life stress on cognitive and affective function: An integrated review of human literature (w) „Psychopharmacology”, nr 214 (1), str. 55-70.
Pinson H., Arnot M., Candappa M. (2010), Education, asylum and the “noncitizen” child: The politics of compassion and belonging. London, UK: Palgrave Macmillan.
Ryan R. M., Deci E. L. (2002), An overview of self-determination theory: Anorganismic-dialectical perspective (w) Deci E. L., Ryan, R. M. (red.), Handbook of self-determination research. New York: The University of Rochester Press, str. 3-33.
Ryan R. M., Deci E. L. (2009), Promoting self-determined school engagement. Motivation, learning, and well-being (w) Wentzel K. R., Wigfield A (red.), Handbook of motivation at school. New York: Taylor and Francis, str. 171-195.
Ryan R. M., Deci E. L. (2017), Self-determination theory. Basic psychological needs in motivation, development and wellness. New York: The Guilford Press.
Ryan R. M., Grolnick W. S. (1986), Origins and pawns in the classroom: Selfreport and projective assessment of children’s perceptions (w) „Journal of Personality and Social Psychology”, nr 50, str. 550-558.
Ryan R. M., La Guardia J. G. (1999), Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform (w) Urdan T. (red.), Advances in motivation and achievement, nr 11, Greenwich, CT: JAI, str.45-85.
Schumann J. (1986), Research on acculturation model for second language acquisition (w) „Journal of Multilingual and Multicultural Development”, nr 7, str. 379-392.
Shah S., Siddharth M., Yun K. (2014), Health issues in refugee children (w) Annamalai A. (red.), Refugee health care. New York: Springer, str. 215-234.
Thomas W., Collier V. P. (2002), A national study of school effectiveness for language minority students’ long-term academic achievement. Berkeley, CA: Center for Research on Education, Diversity and Excellence. Online: http://escholarship.org/uc/item/65j213pt [DW: 14.06.2018].
Van Tumbergen F. (2003), Determinants of second language proficiency among refugees in the Netherlands (w) „Social Forces”, nr 89 (2), str. 515-534.
Walczak B. (2014), Dziecko, rodzina i szkoła, wobec migracji rodzicielskich: 10 lat po akcesji do Unii Europejskiej. Rzecznik Praw Dziecka. Warszawa: Pedagogium WSNS.
Walker-Dalhouse D., Dalhouse A. D. (2009), When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth (w) „Teaching and Teacher Education”, nr 25 (2), str. 328-335.
Wilson K. R., Hansen D. J., Li M. (2011), The traumatic stress response in child maltreatment and resultant neuropsychological effects (w) „Aggression and Violent Behavior”, nr 16 (2), str. 87-97.
Woods A. (2009), Learning to be literate: Issues of pedagogy for recently arrived refugees youth in Australia (w) „Critical Inquiry in Language Studies”, nr 6 (1-2), str. 81-101. DOI: 10.1080/15427580802679468.
NETOGRAFIA
http://www.unhcr.org/figures-at-a-glance.html [DW: 03.07.2018]
https://migracje.gov.pl/ [DW: 18.06.2018]
https://udsc.gov.pl/statystyki/raporty-okresowe/status-uchodzcy/2016-2/[DW: 18.06.2018]
Licence
© Małgorzata Pamuła-Behrens, Katarzyna Morena 2019
![Creative Commons License](http://i.creativecommons.org/l/by-nd/4.0/88x31.png)
Ce travail est disponible sous licence Creative Commons Attribution - Pas de Modification 4.0 International.
Auteurs :
Les auteurs de textes acceptés pour publication dans la revue Neofilolog sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
En vertu de cet accord, les auteurs des textes publiés dans la revue Neofilolog accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et permettent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs :
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées à partir de l'année 2017 sous réserve des conditions suivantes :
- reconnaissance de la qualité d'auteur - l'obligation de fournir des informations sur la qualité d'auteur, le titre, la source (liens vers l'œuvre originale, DOI) et la licence, ainsi que l'œuvre distribuée ;
- sans créer d'œuvres dérivées - l'œuvre doit être conservée dans sa forme originale, p. ex. les traductions ou les interprétations ne peuvent être distribuées sans le consentement de l'auteur.
Tous les textes publiés sont soumis au droit d'auteur.
Autres :
L'Université Adam Mickiewicz de Poznań se réserve le droit à la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
.