Minority language pupils and the curriculum: closing the achievement gap

The focus of these seminar proceedings is the achievement of students from linguistic minorities within a sociocultural theoretical framework in which first languages and cultures are recognised and included. The authors foreground the connection between language and identity, highlight the importance of first language recognition and the inclusion of students’ cultures in school, while emphasising the necessity of academic achievement. The policy context in Europe as well as in the North and South of Ireland is examined, providing a focus on structural and systemic issues that impact on schools and on classroom practice.