Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 7 - Rethinking Home–School Communication for Parents of Migrant Children

  • 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
  • Book:
    Language Development and Social Integration of Students with English as an Additional Language
    Published online:
    03 July 2020
    Print publication:
    16 July 2020, pp 159-186

  • Summary

    This chapter challenges the concept of school–home communication by offering a transactional notion of the home–school–home communication model (drawn from communication theory). We review the classic and more recent international literature on school–home communication in relation to newly arrived migrant children and the need to consider whether the presence of such children challenges the ‘one size fits all’ model. We use the dynamic notion of transactional communication to consider the empirical findings of the three-year research programme, covering secondary and primary schooling, and recommend alternative and more empowering constructions of school communication systems (its modes, processes, content and operationalisation). Our conclusions are of direct relevance to education practitioners, school community liaison officers and migrant communities themselves.