Suchergebnisse

A description of the problems which the educ of immigrant children involves, both for the children & for the Sch, followed by a consideration of various kinds of admin'ive efforts which are being made to ease the situation, & their implications. Most of the evidence used refers to West Indian, Pakistani, Indian & Cypriot children. Problems include: (1) immigrant children enter throughout the Sch yr, as the fam arrives in England, &, in some areas, may leave after a short time as the fam's move from temporary accommodation; (2) many of these children have no knowledge of English, & the English spoken by West Indian children often differs in intonation & syntax; (3) the language barrier makes it difficult for a teacher to assess the intelligence & ability of an immigrant child; (4) educ'al backgrounds differ widely; (5) in some cases the gulf between the Sch & the home may cause anxiety & tension in an immigrant child; (6) prejudice among English children which may be copied from parents or may appear in the adolescent when he feels himself threatened. Admin'ive methods to deal with these problems center around the provision for teaching these children English & the question of cultural & color diff's & the policy of the Sch with regard to these. An outcome of a policy which admits no separation may be a concentration of immigrant children in the lower streams of a Sch. Educ authorities who have made special provision for immigrant children who do not speak English have set up various classes for them; Sch's in Birmingham & Southall are cited. The Inner London Educ Authority runs 3 language reception centers for such children. It is concluded that on the whole, the most successful system seems one where children are given special full-time instruction until they can follow the teaching in an ordinary class, but have as many opportunities as possible of joining in the life of an English Sch. E. Weiman.