Abstract
This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The sample included a total of 102 Romanian migrant pupils, 40 male and 62 female. They attend different schools in countries such as Spain, Italy and Belgium (i.e. the main countries of destination for Romanian pupils). They have been contacted through the Institute for Romanian Language and attend elective classes in Romanian language, culture and civilization supported by the Romanian Ministry of National Education.
Pupils' adjustment was investigated by means of a questionnaire consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-pupil relationship. The findings confirm that while Romanian migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We also obtained correlation between linguistic adaptation and school adjustment, linguistic adaptation and social adaptation, linguistic adaptation and teacher-pupils relationship, school adjustment and social adaptation, school adjustment and teacher-pupils relationship, social adaptation and teacher-pupils relationship. We also identified a significant difference between Italy and Spain (countries with the highest score) for 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 migrants pupils to the school abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective, real, situational adaption to a new educational context.
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. |
