{"title":"Inclusive education and migrant pupils: interpersonal effects of cooperative goal structures","authors":"Maurizio Gentile, Patrizia Bertini Malgarini","doi":"10.1285/I22390359V41P233","DOIUrl":null,"url":null,"abstract":"The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures’ effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p <.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p <.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures . Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering . Both methods can help educators to scaffold reading difficulty levels for diverse students.","PeriodicalId":30935,"journal":{"name":"Lingue e Linguaggi","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Lingue e Linguaggi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1285/I22390359V41P233","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures’ effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p <.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p <.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures . Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering . Both methods can help educators to scaffold reading difficulty levels for diverse students.
本文探讨了在有大量移民背景学生的课堂中,合作目标结构的人际效应。目标结构可能是支持流动学生及其同学完成学校相关目标的关系模式之一。合作目标结构强调同学之间的积极相互依赖。本研究的主要目的是消除流动学生和非流动学生之间的人际障碍,促进更好的同伴关系。我们通过两个变量来衡量合作目标结构的影响:a)合作互动;B)关系结构。对于协作互动,我们观察到一个积极的结果。在外来务工人员提供合作的情况下,分析产生了统计学上显著的效果:Wilks Lambda = 0.80, F (2,68) = 4.43, p <.001。对于收到的协作,结果为:Wilks Lambda = .73, F (2,64) = 11.37, p <.0005。对于第二个变量,研究表明流动学生与非流动学生之间的相互关系有所改善,教室的社会密度指数整体上升。本文提出了一个新的发展方向:在合作目标结构中整合不同层次的教科书语言复杂性。两种方法可以促进语言复杂性的控制:语言索引的计算和文本分层。这两种方法都可以帮助教育工作者为不同的学生构建阅读难度水平。