Problematics of the Emigrants' Accomodation in a New Educational Context. The Perspective of Teachers
Problematics of the Emigrants' Accomodation in a New Educational Context. The Perspective of Teachers

Summary/Abstract: This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The research group was composed of 72 subjects, teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to Romanian migrant pupils in Italy, Spain and Belgium. Pupils' adjustment was investigated by means of a questionnaire applied to the teachers, consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-student relationship. Results indicate that while migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We obtained correlations between linguistic adaptation and teacher-student relationship, linguistic adaptation and social adaptation, linguistic adaptation and school adjustment, school adjustment and social adaptation, social adaptation and teacher-student relationship, school adjustment and teacher-student relationship. We also obtained correlations between school adjustment and teacher-student relationship and between the number of years that Romanian migrant pupils spent in the host country and linguistic adaptation. This study is a part of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the schools abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective real, situational adaptation to a new educational context. Whereas the former study highlights the Teachers' perceptions, the latter holds a diagnostic value. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country. The study can be an amply x-ray of the concerned phenomenon, a necessary example of "stage of art" in the field, useful to both decision-makers, and practitioners.

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