Abstract :
[en] The ISOTIS project addresses challenges raised by the cultural and linguistic superdiversity
of our European society connected to sustained immigration. Europe’s
education systems are in the centre of this super-diversity and while they are
acknowledged as a key driver of the economic and social integration of immigrants and
their offspring, educational opportunities for children still strongly depend on family origin.
The success of children from immigrant and cultural minority groups at school is not only
related to their attitudes, socio-economic status and prior education, but also to the
quality and receptiveness of the education system.
Applying a Bronfenbrenner’s bio-ecological model (Bronfenbrenner & Ceci, 1994;
Bronfenbrenner & Morris, 2006), which was the overarching framework of the ISOTIS
project, ECEC and school contexts are microsystems that have relevant, direct influence
on children’s development, learning and well-being. They are key settings in the child
educational niche that can contribute to reducing educational and social inequalities,
succeeding in enhancing both cognitive and non-cognitive skills (Bronfenbrenner & Ceci,
1994; Bronfenbrenner & Morris, 2006), helping students and families with an immigrant
and minority ethnic backgrounds integrate into their communities, overcome adversity
and build their academic, social, emotional and motivational path as well as grow up
multilingual and multicultural, promoting key competencies of citizenship in all children
globally.
