European strategic guidelines and national models of language and cultural integration into eu countries school education systems

Джурило, Аліна Петрівна (2025) European strategic guidelines and national models of language and cultural integration into eu countries school education systems European Commission/EUROSTAT/(2024).9.4% of minors in the EU were non-nationals in 2024. URL: https://ec.europa.eu/eurostat/web/products-eurostat-news/w/ddn-20250731-1 OECD (2023). PISA 2022 Results: Factsheets – Migration background and student performan, 52 (11). pp. 898-914. ISSN 2786-6025

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Abstract

This article is devoted to the analysis of European priorities and national policies of linguistic and cultural integration in the general secondary education systems of the European Union countries in the context of growing migration and multiculturalisation of European society. Key EU strategic documents are examined, in particular the Council of Europe's recommendations on the integration of migrant children, the Common European Framework of Reference for Languages, and the national education programmes of leading EU member states. The main models of language integration, namely assimilation, multicultural and intercultural, as well as their implementation in the education systems of EU member states (Germany, France, Sweden, the Netherlands and others) are analysed. Particular attention is paid to programmes for learning the language of the host country, supporting the native languages of migrant students, training teaching staff to work in a multicultural environment, and creating an inclusive educational space. Contradictions between pan-European principles of preserving linguistic diversity and national strategies for the rapid assimilation of newcomers have been identified. The effectiveness of bilingual educational programmes, preparatory classes for migrant children and integrated learning models has been investigated. The challenges associated with assessing students' language competence, ensuring equal access to quality education, and preventing segregation in schools were analysed. The results of the study indicate the need to strike a balance between rapid language adaptation and the preservation of the cultural identity of migrant students, to develop flexible educational trajectories, and to strengthen the intercultural component in the curricula of all European schools in order to create a truly inclusive educational environment.

Item Type:	Article
Uncontrolled Keywords:	Language integration; cultural integration; migrant education; multicultural education; European education policy; multilingualism; intercultural competence
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра іноземних мов і методик їх навчання
Depositing User:	доцент Аліна Петрівна Джурило
Date Deposited:	16 Dec 2025 13:03
Last Modified:	16 Dec 2025 13:03
URI:	https://elibrary.kubg.edu.ua/id/eprint/54835

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