评估一个包容性计划,以促进在具有高度社会语言多样性的教室中平等地位的参与:多样性评价和多语言合作活动
Céline Buchs1,2, Nicolas Margas3, Marine Hascoët4
1University of Geneva, Geneva, Switzerland.
Frontiers in psychology
|January 2, 2024
概括
瑞士小学的一项包容性计划通过重视语言多样性,改善了学生的社会地位和参与. 这种干预有助于弱势学生获得接受,并减少多语言课堂的排斥.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 语言学的语言学.
背景情况:
- 国际移民正在增加经合组织国家学校的语言和文化多样性.
- 法语瑞士的小学为开发包容性教学策略提供了一个独特的环境.
- 提高同行地位和促进不同学生的平等参与是关键的挑战.
研究的目的:
- 评估包容性计划对同行地位和学术参与的影响.
- 调查如何评价语言多样性影响学生的社会动态.
- 促进在语言异质的小学教室中平等地位的参与.
主要方法:
- 在一年的学年中,对三年级和四年级的学生进行了一项行动研究.
- 在四个班级 (N=77) 实施了一个以多语言合作活动为重点的包容性计划.
- 从学年开始到学年结束,学生同龄人身份 (被选为小组成员) 在包容性和控制类 (N=62) 之间进行了比较.
主要成果:
- 学生地位在包含性课程的班级增加,而在控制班级下降.
- 包容性计划显著改善了最初脆弱的学生的地位.
- 包容性计划减少了初始学生身份和年终参与水平之间的联系.
结论:
- 包容性计划有效地减少了与地位有关的问题,并促进了更公平的参与.
- 珍视学生的母语和促进多语言合作,可以提高社会包容性.
- 包容性实践对于在各种教育环境中支持弱势学生至关重要.
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