The Inclusion of Newly Arrived Migrant Children in Public Schools
How educational policies, school structures, and classroom practices shape migrant students’ opportunities — and what it takes for schools to turn diversity into equitable access.
Selected work
Challenging homogeneity: Migration-related learner characteristics in refugee-only and mixed-migrant destination language classes in Türkiye and Germany
Read the paper →What characterizes the language instruction in homogeneous and heterogeneous preparatory classes for refugee and migrant children in monolingual school contexts?
Read the paper →Building responsive education systems toward multiple disruptions in refugee education: Turkey and Germany as cases
Read the paper →Ongoing & past projects
Educational Spillover Effects of Newly Arrived Migrant Children
Funded by the DFG Walter Benjamin Programme, I lead this project at BIM, Humboldt-Universität zu Berlin, that investigates how the inclusion of newly arrived migrant children in mainstream classes is associated with the academic outcomes of existing students in Germany. The analyses are based on data from large-scale educational monitoring studies conducted in Germany.
View related publications →Destination Language Learning of Newly Arrived Migrant Children
In my cross-cultural comparative PhD research, I examined how preparatory language classes were organized in Istanbul and Hamburg and what individual- and family-related factors were associated with children’s destination language learning.
View related publications →