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Migration

Between Bubbles and Enclaves: Discussing a new working term to interculturalism and meaning via a case study of Israeli women in Brussels

Changing one’s place of residency creates new challenges, such as how to preserve social, cultural, ethnic or national identities and how to create a comfortable living environment in the new country; creating a new ‘home.’ In this article I explore ways in which migrant women transform a new place into a space, into a new home. More specifically, this article answers the question of the mechanisms used by Israeli women who immigrated to Belgium in order to create a setting wherein they feel a sense of comfort and belonging. I call this mechanism ‘social bubbles’, a term taken from Cohen (1992) in his work about types of tourists. Cohen named it ‘environmental bubbles’. My aim is to develop the use of the term for general migration. Looking at a religious group is often discussed in terms of ‘enclaves’ (Sivan, 1991; Valins, 2003). Enclaves are social forms where people live completely within the boundaries of the group. Individuals are not obliged to remain in the community (in the enclaves) but there is social pressure to do so. I compare the term ‘enclave’ with ‘social bubble’ and explain that the use of the term is more flexible, dynamic and leads to a new perspective on the whole phenomenon of integration of social groups: religious, ethnic, national and for different migration purposes; asylum seekers, expatriates, refugees and others. Although the concept of bubbles could describe social groups, such as Jewish people in Brussels, Belgium, this article focuses mainly on Israelis who immigrated to Brussels.

Expressing a personal response to a creative text in the ‘Maltese as a Foreign Language’ class

This article discusses the implementation of the Common European Framework of Reference’s (CEFR) set of descriptors relating to ‘personal response to creative texts’ in the teaching of Maltese as a Foreign Language (MFL). The new volume of the CEFR’s Companion Volume, published in 2018, included a number of new descriptors, among which are those related to learners’ response to creative texts. As an initial application of this new set of descriptors to MFL, we created an intermedial video production involving poetry, music and dance, that brings to the fore issues of migration. The video stimulates a reflection on humanity’s collective history, and suggests the idea that we all are descendants of people who came from the sea. In addition to the highly motivational aspect of the task, it has helped us estimate the difficulty of such a task in the context of MFL. We also obtained some insight into the application of the relevant descriptors for this part of the MFL syllabus.

The Educational Challenges of Italian Migrant Learners in their Transition to Secondary Schools in Gozo: A Comparative Study

This paper draws on research which addresses a topic of interest in recent times, given the rise in the number of migrant learners in Maltese schools, especially those originating from Italy. First, it sheds light on the educational challenges that Italian migrant learners face in their transition to state schools in Gozo (such as language barriers, the loss of Italian, participation in class, books, homework, examinations, inclusion and parental involvement) taking account of the experiences of these learners themselves, their parents, and their teachers. Secondly, it examines the support strategies that are in place to facilitate these learners’ move between two education systems, characterised by substantial differences. Thirdly, it explores similarities and differences between the Italian and the Maltese education systems to understand in what ways different education systems can favour or hinder the inclusion of these learners into local schools. This research continues to build on other local studies focusing on the inclusion of Italian migrant learners in Maltese schools (Baschiera & Caruana, 2020; Caruana & Pace, 2021; Palazzo, 2020). The results confirm that Italian migrant learners are generally well included in local schools, more so if they started schooling in Malta at a young age. However, some parents claim that their children have experienced exclusion, especially at the beginning of their transition into local schools. While teachers in general do their best to support these learners and sometimes switch to Italian when necessary, they have limited time and leeway to make further adaptations, because of an exam-oriented pedagogy that they feel constrained to adopt.