ABSTRACT

Educational tracking has been studied abundantly in previous research. However, the transitions of Newly Arrived Migrant Students (NAMS) to these (tracked) educational settings are understudied. To facilitate the transition of NAMS to regular secondary education, many countries organise reception classes. This is a separate form of education for NAMS between 12 and 18 years old that immerses them in the language of instruction (i.e. Dutch) and prepares them for participation into regular secondary education. Studying the organisation of reception education is essential to evaluate the inclusiveness of education for NAMS. We take two schools in Flanders (Belgium) as case studies to study in-depth how the grouping of students in reception education influences which track NAMS enter in regular education. Ethnographic fieldwork was conducted in the two schools (2017–2019) and quantitative data on four generations of NAMS (2014–2018) were collected in one of the schools. The five conceptual dimensions of tracking, as developed by Domina et al. (2019 Domina, T., A. McEachin, P. Hanselman, P. Agarwal, N. Hwang, and R. W. Lewis. 2019. “Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools.” Sociology of Education 92 (3): 293–322.[Crossref], [Web of Science ®] , [Google Scholar]. “Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools.” Sociology of Education 92 (3): 293–322), were used to analyse the data. The results show that the grouping of NAMS has a distinct impact on their transition to the tracked education system.

摘要

在以往的研究中，教育跟踪已经得到了大量研究。然而，新来的移民学生 (NAMS) 向这些（跟踪的）教育环境的转变尚未得到充分研究。为了促进NAMS向普通中等教育的过渡，许多国家组织了接待班。这是针对 12 至 18 岁的 NAMS 的一种单独的教育形式，让他们沉浸在教学语言（即荷兰语）中，并为他们参与普通中等教育做好准备。研究接待教育的组织对于评估 NAMS 教育的包容性至关重要。我们以法兰德斯（比利时）的两所学校为案例，深入研究接受教育的学生分组如何影响NAMS进入正规教育的轨道。在两所学校（2017-2019 年）进行了民族志实地考察，其中一所学校收集了四代 NAMS（2014-2018 年）的定量数据。跟踪的五个概念维度，由 Domina 等人提出。(2019年 Domina、T.、A. McEachin、P. Hanselman、P. Agarwal、N. Hwang和RW Lewis。2019 年。“超越追踪和偏离：学校组织差异化的维度。” 教育社会学92 (3): 293 – 322。[Crossref]、[Web of Science®]、 [Google Scholar]。“超越追踪和偏离：学校组织差异化的维度。” 教育社会学92 (3): 293–322)，用于分析数据。结果表明，NAMS 的分组对其向跟踪教育系统的过渡具有明显影响。