From Entitlement to Experience: Access to Education for Children of Migrant Workers from Burma

2012 ◽  
Vol 21 (3) ◽  
pp. 405-432
Author(s):  
Mary Austin
Keyword(s):  
Migrant Workers ◽  
Access To Education ◽  
Children Of Migrant Workers

scholarly journals Challenges and Achievements of European Education Ministers on Information Exchange and Collaboration within the European Economic Community between 60s and 80s

2022 ◽  
Author(s):  
Cristina - Iulia Gila ◽  
Keyword(s):  
Language Learning ◽  
Migrant Workers ◽  
Information Exchange ◽  
Access To Education ◽  
National Education ◽  
National Education Systems ◽  
Children Of Migrant Workers ◽  
Working Together ◽  
The 1960S ◽  
Heads Of State

This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.

Predictors of loneliness among the left-behind children of migrant workers in Indonesia

2019 ◽  
Vol 18 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Cut Maghfirah Faisal ◽  
Sherly Saragih Turnip
Keyword(s):  
Migrant Workers ◽  
Rural Areas ◽  
Self Esteem ◽  
Self Report ◽  
Parental Presence ◽  
Content Type ◽  
Left Behind ◽  
Emotional Loneliness ◽  
Children Of Migrant Workers

Purpose The purpose of this paper is to compare loneliness between the left-behind children of migrant workers and the non-left-behind ones, and identify the most significant predictors of loneliness among the left-behind children. Design/methodology/approach Incidental sampling was performed to select 629 participants aged 11–16 from 5 schools in the rural areas of Karawang and Lombok in Indonesia. They filled in paper-and-pencil self-report inventories. Findings Left-behind children were significantly lonelier than their counterparts were. Emotional loneliness was more affected by parental absence compared to social loneliness. Left-behind children would be more susceptible to experience loneliness if they had more access to entertainment gadgets, experienced less support and intimacy from friends, had been left by their migrant parents more than once, were female, had low self-esteem, experienced emotional difficulties and rarely communicated with their parents. Research limitations/implications Qualitative research was needed to provide more elaborative explanation about the findings. Practical implications Parents needed to consider the psychological cost and benefit of working abroad to their children. Governments could intervene by limiting the duration and frequency of work among the migrant workers. Social implications Some beneficial implications to prevent and reduce loneliness among left-behind children were provided, such as by maintaining the frequency and quality of communication with the children, motivating and guiding the children to interact with their peers and spend less time on entertainment gadgets, as well as encouraging the children to engage in several positive activities to enhance their self-esteem. Originality/value This study enriched the understanding about complex relationship between parental presence and adolescents’ mental health despite the fact that adolescents seemed to be more interested in relationships with peers.

STRUKTUR POLA ASUH ANAK TENAGA KERJA WANITA DI MADURA

2020 ◽  
Vol 13 (1) ◽  
pp. 40-68
Author(s):  
Heni Listiana
Keyword(s):  
Child Care ◽  
Migrant Workers ◽  
Data Extraction ◽  
Children Of Migrant Workers ◽  
Using Data ◽  
The Right ◽  
The Village ◽  
Source Of Information ◽  
Female Migrant

Discussions about children and female migrant workers (TKW) are always in interesting issue. Especially, related to child care. By using data extraction techniques such as observation, interviews, and documentation, it is known that parenting children of migrant workers in Madura has formed a new structure with the emergence of a second mother. There are three types of second mothers, namely grandmother,  bu de (mother's brother or sister), and sister of TKW's child. They carry out the role of mother, among them being a model of children's behavior that is easily observed and imitated, becomes an educator, becomes a consultant, and becomes a source of information. Nearly 77% of grandmothers become maternal substitutes for migrant workers' children. Grandmother is considered the right person to do childcare tasks. This structure is called the inner parenting structure. While the structure of outside parenting takes the form of community participation in child care, namely good neighbors, the attention of the village head (Klebun), and the environment of friends and schools.   Pembahasan tentang anak dan Tenaga Kerja Wanita (TKW) selalu menjadi isu yang menarik. Terutama yang berkaitan dengan pola asuh anak. Dengan menggunakan teknik penggalian data berupa observasi, wawancara, dan dokumentasi diketahui bahwa pola asuh anak TKW di Madura membentuk struktur baru dengan munculnya ibu pengganti (second mother). Ada tiga jenis ibu pengganti, yaitu nenek, bu de (kakak atau adik ibu), serta kakak dari anak TKW. Mereka menjalankan peran ibu diantaranya menjadi model tingkah laku anak yang mudah diamati dan ditiru, menjadi pendidik, menjadi konsultan, dan menjadi sumber informasi. Hampir 77% nenek menjadi sosok pengganti ibu bagi anak-anak TKW. Nenek dianggap sebagai sosok yang tepat untuk melakukan tugas-tugas pengasuhan anak. Struktur ini disebut dengan struktur pola asuh dalam. Sementara struktur pola asuh luar itu berwujud peran serta masyarakat dalam pengasuhan anak yaitu tetangga yang baik, perhatian kepala desa (Klebun), dan lingkungan teman dan sekolah.

Etiquette Speech Acts in the Aspect of Linguo-Didactics

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
O Trumko ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Migrant Workers ◽  
Speech Acts ◽  
Cultural Context ◽  
Educational Process ◽  
Communicative Interaction ◽  
Sunday Schools ◽  
Grammatical Categories ◽  
Initial Stage ◽  
Children Of Migrant Workers

Abstract. The works of M. Kurushina, I. Linchak, I. Lysenko, M. Shevchenko, H. Sokolova, T. Plotnikovа, D. Polyakov, I. Valchenko and І. Zozula are devoted to the issue of teaching methods in a foreign language audience at the beginner level in Ukrainian linguistics. They study special features of the formation of reading and speaking skills in the Ukrainian language. They examine the types of lexical units, grammatical categories, multi-genre texts that are appropriate for studying at the initial stage. Modern methods of teaching Ukrainian as a foreign language are based on the communicative approach, which resulted in a paradigm shift from the study of vocabulary and grammar to language acquisition through speech acts as ways of communicative interaction in specific communication situations. At the beginner level of learning the Ukrainian as a foreign language, speakers (foreigners studying in Ukraine, students of Ukrainian Studies in the world, the Ukrainian diaspora, children of migrant workers studying at Saturday and Sunday schools abroad) should master the skills of realizing the following etiquette speech acts: apologies, greetings, wishes, thanks, congratulations and farewells. In this regard, the present paper considers features of realization of etiquette speech acts to successfully introduce them into the educational process of Ukrainian as a foreign language at the beginner level (A1). The paper outlines a set of etiquette speech acts, which are studied in a foreign language audience at the beginner level and describes the socio-cultural context of their realization, communicative situation, an addresser / addressee status, communicative goal. It also identifies lexical and grammatical means for the verbalization of etiquette speech acts, which will be studied by foreign language speakers at the beginner level. These are utterances and lexemes that form the content of the relevant speech acts to meet the communicative needs at the beginner level (phrases of greetings and farewells, names of the holidays, names of abstract concepts, etc.). A set of grammatical categories is specified for making correct utterances: indirect cases of nouns and personal pronouns, exclamatory case of nouns; for correct naming of the addressee: conjugation of verbs (to greet / to wish) in the present tense, noun-adjective agreement, examples of verb government, etc. The object of the analysis is also language means of forms of address to the interlocutor, which belong to the global rules of communication, determine its tone, and the violation of which often causes communicative deviations in the Ukrainian language. A system of exercises and tasks for reading, listening, developing monologue and dialogic speech provides effective learning of the etiquette speech acts.

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