Friday – November 29

We are proud to present you the programme!

Friday – Programme

08.45 – 09.30 hrs  Welcome and registrationFoyer
Plenary Opening Session
09.30 – 10.30 hrsKeynote lecture

Reversing Underachievement: Whole School Instructional Strategies for Equity and
Inclusion  |  Abstract
Jim Cummins – University of Toronto

10.30 – 11.00 hrs  Coffee breakFoyer
11.00 – 12.00 hrsParallel Keynotes – Round 4
4A. New educational arrangements

Daily transitions between school and out-of school contexts: the role of interest and
educational partnerships  |  Abstract
Sanne Akkerman – Utrecht University, The Netherlands 

4B. Multilingual/cultural development

Diversity in education. A problem or an asset for learning?  |  Abstract
Piet van Avermaet – Universiteit Gent, België 

Pandora Foyer
4C. Family support programs

Promising approaches to support families in giving children the best possible start to
their life  |  Abstract
Yvonne Anders – Otto-Friedrich-University Bamberg, Germany 

Punt laag
12.00 – 13.00 hrs  Lunch breakFoyer
13.00 – 14.30 hrsSymposia & Interactive workshops – Round 5
5A. Parent-school partnerships in superdiverse contexts |  More infoPandora
5B. Interventions to improve the intercultural class and school climate |  More infoPandora Foyer
5C. The case of immigrants in Europe |  More infoClub nine
5D. Experiences of ICT-enhanced parent interventions aimed at families with young children
in linguistically diverse contexts |  More info
Punt laag
14.30 – 15.00 hrs  Coffee breakFoyer
15.00 – 16.30 hrs Symposia & Interactive workshops – Round 6
6A. Integrated child centers for 0-12 year olds – opportunities and risks |  More infoPandora
6B. Intercultural Professional Development (via a Virtual Learning Environment) |  More infoPandora Foyer
6C. Identities and discrimination: overcoming stigmatization of being disadvantaged in
fragmented European societies
|  More info
Club nine
6D. Multilingual support via a Virtual Learning Environment |  More infoPunt Laag
16.30 – 17.30 hrs  Farewell Drinks Foyer

View the programme on Thursday

Plenary & Parallel Keynotes

Abstract – Jim Cummins

Title: Reversing Underachievement: Whole School Instructional Strategies for Equity and Inclusion

The OECD’s Programme for International Student Achievement (PISA) research shows clearly the extent to which schools in many countries are failing to develop adequate academic skills in the dominant language of the society among immigrant-background students. The presentation examines what we know about the causes of underachievement among these students and how schools can respond to these causal factors. Research has demonstrated clearly that the roots of underachievement go beyond simply language differences between home and school. Factors associated with socioeconomic status (SES) and historical and current patterns of discrimination and marginalization in both schools and the wider society also operate to limit students’ educational progress. The presentation argues that these three sets of background factors (home-school language switch, SES, and discrimination) are only potentially causal insofar as they interact with patterns of educational provision and their effects can be at least partially reversed by evidence-based instructional strategies.

Abstract – Sanne Akkerman

Title: Daily transitions between school and out-of school contexts: the role of interest and educational partnerships

Where school, family and leisure institutions all aim to support children’s learning and development, children make transitions between these life domains on a daily basis. Research on these transitions is relatively new, revealing how some children may experience continuities, while others face discontinuities in what is valued, what they are expected to learn and who they are to become. In this talk I present first findings of research projects in which we have been following children longitudinally across life domains, focusing on children’s own interest pursuits and the systemic opportunities and constraints they face. I will specifically pay attention to the continuities and discontinuities children from low SES and migrant background experience and discuss how educational partnerships between schools, families and leisure institutions can support these children’s learning and development throughout daily life. The discussion touches upon the need to break-open the traditional education system and to allocate the public task of education of children to new collaborative arrangements involving different institutions in addition to the education system.

Abstract – Piet van Avermaet

Title: Diversity in education. A problem or an asset for learning?

Whether we like it or not, every school and classroom is diverse. Diversity in education is the norm. Dealing with this diversity is characterized by intersectional dynamics. This complex and multi-layered reality faces schools and teachers with a number of challenges. The answers to these challenges are often fragmented. We want teachers to become experts in each and every feature of diversity, leaving them in utter confusion and wondering how this impacts their ‘main task’, teaching. As a result, diversity is often pushed to the periphery of education. Also, teachers’ increased feelings of lack of competency to address these challenges can be observed. In the first part of this paper I will argue for a radical shift towards more inclusive diversity policies and practices.

A clear case of this, is language diversity. How to deal with multilingualism is a major challenge for schools. Independent of the fact that schools, as social and learning spaces, are multilingual many of them maintain a monolingual policy, whereby children have to be submersed in the dominant language as a condition for school success. Multilingualism is often seen as a deficit. This often leads to school policies and classroom practices where children’s multilingual repertoires are banned, not exploited and where children are sometimes being reproved or even punished for using their multilingual repertoire in daily school and classroom interaction. In the second part of this paper I will discuss the counterproductive effects of excluding immigrant children’s multilingual repertoires in education. I will argue for a policy where multilingualism and the acquisition of the language of schooling can be interwoven.

Abstract – Yvonne Anders

Title: Promising approaches to support families in giving children the best possible start to their life

Promising approaches to support families in giving children the best possible start to their life Research evidence over the last years has provided ample evidence on beneficial effects of early childhood education on children’s development, particularly for children who grow up in disadvantaged families. However, research also shows that disparities develop early, often before children enter an institutional setting. In addition, the family characteristics and the home learning environment have strong impact on children’s development. European countries have developed different systems and programs to support families in bringing up their children and giving children the best possible start to their life. The presentation will discuss theories and research evidence on promising home- and center-based family support systems. It will highlight the findings of the ISOTIS project which compared family support systems across European countries. The presentation will also discuss the potentials of ICT to reach out to and support the most disadvantaged parents.

Parallel Symposia – Round 5

5A. Parent-school partnerships in superdiverse contexts

Numerous studies have shown that educational partnerships, referring to the belief that both parents and children are responsible for creating the optimal environment for the learning and development of the child, are very important for school success of young children. This holds especially true for children with a vulnerable position, for example children with a migrant background or coming from families with a lower socio-economic status, since education plays a vital role in their integration and upward social mobility. However, cultural and linguistic differences, diverging beliefs about education and attitudes towards each other can pose significant challenges for parents and (pre)school when trying to strengthen their partnership. In this symposium we will take a look at the topic of educational partnerships and the factors that are either facilitating or hindering educational partnerships. We will focus on different perspectives in order to understand all important factors: both the parent’s and professionals’ perspective, and taking a closer look at the macro (societal) level, by using international data from the ISOTIS project and projects from the Netherlands.

Parent-preschool Partnerships for Turkish and Maghrebian Families in
Europe: Associations with Parent, Family, and Society Characteristics

Ryanne Francot – University of Utrecht, The Netherlands
Katharina Ereky-Stevens
 – University of Oxford, United Kingdom
Martine Broekhuizen – University of Utrecht, The Netherlands 
Paul Leseman & ISOTIS research team – University of Utrecht,
The Netherlands

The Nature of Parent-Professional Relationships in Six European
Countries: What Contextual and Teacher Characteristics Contribute to a
Good Relationship with Immigrant and low-SES Parents

Pauline Slot – University of Utrecht, The Netherlands
Efthymia Penderi – Democritus University of Thrace, Greece

Helga Norheim – USN Norway
Valentina Pagani – University of Milan, Italy
Krzysztof Bulkowski – University of Warsaw, Poland 
Barriers and facilitators for partnerships between parents
with immigrant backgrounds and staff in ECEC – A review based on
empirical research.

Helga Norheim – USN Norway
Thomas Moser – USN Norway

Het belang van tweezijdige communicatie voor sterke samenwerkingsrelaties
tussen ouders en leerkrachten in het primair onderwijs

Hélène Leenders – Fontys, The Netherlands

 13.00 – 14.30 hrs    Room: Pandora



5B. Interventions to improve the intercultural class and school climate

In this symposium, we will present and discuss effective and promising interventions aiming to promote equality and belongingness in early childhood education and primary education. We start with an overview of existing interventions focusing on curriculum, pedagogy, and social climate by examining the key features of 78 interventions across eight European countries. Our discussion will focus on the extent to which existing interventions support heritage cultures and languages and promote communication and positive contact among children, as the basis for multiculturalism as a policy. Following this overview, we take an in-depth look at innovative interventions aiming to promote inclusiveness, including: a school- and community-based program in the Netherlands, specifically building blocks for democratic citizenship; a program aiming to increase access by Syrian and Turkish children to community- and home-based early childhood education, supporting children’s development and school readiness across multiple sites in Turkey; and, finally, a language and homework coaching project in the city of Utrecht for youth in which schools, parents and volunteers collaborate to empower the student.

AÇEV’s Preschool Education Programme implemented as part of its Summer Preschools
Programme with disadvantaged local and Syrian children in the underprivileged Southeast Region of Turkey

Seyma Erdogan, ACEV, Istanbul, Turkey
Ayca Alayli, Utrecht University, Utrecht, The Netherlands (representing ACEV)

Early interventions tackling inequalities experienced by immigrant,
low-income,and Roma children in 8 European countries: A critical overview

Carla Silva – ISCTE Portugal

Rita Guerra – ISCTE Portugal
Ricardo Rodrigues – ISCTE Portugal
Luísa Ribeiro – ISCTE Portugal
Giulia Pastori – University of Milan Bicocca, Italy
Paul Leseman & the ISOTIS research team – University of Utrecht,
The Netherlands
Taalversterkers tussen school en thuis

Merlijn Slothouber, Taal doet meer
The peaceable school. Critical building blocks for democratic citizenship

Christel Eijkholt, Utrecht University, The Netherlands
Melissa Be, CED Gro

 13.00 – 14.30 hrs    Room: Pandora foyer


5C. The case of immigrants in Europe

This symposium brings together the main results of the large scale quantitative and qualitative interview studies of ISOTIS among parents with an Algerian, Moroccan or Tunisian background, conveniently referred to as Maghrebs, or with a Turkish background, all living in Europe. In three contributions we focus on the general experience of living as an immigrant parent in Europe in the context of a polarized political discourse on integration. Combining quantitative and in-depth qualitative data, we focus on parents’ wellbeing and feelings of belonging, their relationships with professionals in (pre)schools and support services, their participation in society and personal experiences with being discriminated and excluded, and their feelings about how immigrants are discussed in the public and social media in Europe. We also address parents’ aspirations for the education and social mobility of their children, how they build upon their own resources and social networks to support their children, balance the heritage culture with the host country culture in daily family life and decide on the family’s language policy. An interesting initiative to empower immigrant and refugee parents using an internet platform suggests ways of how to build on families’ resources. Finally, we discuss how the experiences of immigrant parents differ between countries, and to what extent national integration policies can explain these differences.

Turkish and Maghrebian immigrant families in England, France, Germany, Italy,
the Netherlands and Norway. Experiences of inter-cultural contact, discrimination, and
well-being and attitudes towards multicultural and multilingual education

Martine Broekhuizen – Utrecht University, The Netherlands
Paul Leseman – Utrecht University, The Netherlands
Ayça Alayli – Utrecht University, The Netherlands
Ryanne Francot – Utrecht University, The Netherlands
Aude Faugeron – Université Paris-Est Créteil, France
Jérôme Mbiatong – Université Paris-Est Créteil, France
Helga Nordheim – University of South-West Norway
Thomas Moser – University of South-West Norway
Giulia Pastori – University of Milan Bicocca, Italy

Inclusive and exclusive language use in German (pre)schools. Perspectives and experiences
of Turkish mothers.

Hande Erdem-Möbius – Freie Universität Berlin, Germany
Özen Odağ- Touro College Berlin, Germany
Yvonne Anders – Freie Universität Berlin, Germany 
“Don’t give me a fish but teach me how to fish”: empowerment of parents

Soha Shat – ‘It’s My Child’ Foundation

Paul Leseman – Utrecht University, The Netherlands

 13.00 – 14.30 hrs    Room: Club Nine



5D. Experiences of ICT-enhanced parent interventions aimed at families with young children in linguistically diverse contexts

We aim to present parent support interventions which make use of ICT to help parents with young children to get involved in their children’s learning by making good use of family (language) resources at home. The focus is on valuing all language skills and all languages, and the cultural backgrounds of families with diverse backgrounds. The use of ICT to support interventions with parents is innovative; research into its potential can enrich and enhance family learning practices. The symposium will present two digital platforms (Langaroo and the ISOTIS VLE) and discuss key experiences and findings of implementation in different contexts.

Langaroo: An online platform to play with language together to
improve skills in one or more languages

Anne Heinsbroek, VoorleesExpress, Nederland
Femke Reijnen, VoorleesExpress, Nederland

The ISOTIS VLE: Supporting beliefs into the value of heritage language and multi-lingual
competencies and family language practices that make good use of
family language resources at home

Katharina Ereky-Stevens, University of Oxford, United Kingdom
Kateřina Sidiropulu Janků, Marsaryk University, Czech Republic
Mareike Trauernicht, Freie Universität Berlin, Germany
Juliane Schünke, Freie Universität Berlin, Germany
Alice Sophie Sarcinelli, University of Milan Bicocca, Italy
Giulia Pastori, University of Milan-Bicocca, Italy

 13.00 – 14.30 hrs    Room: Punt laag



Parallel Symposia – Round 6

6A. Integrated child centers for 0-12 year olds – opportunities and risks

This symposium addresses in a critical-constructive way the promises and risks of intersectoral collaboration at the local level between the education system and the child daycare/after-school care system, and focuses specifically on the emergence of integrated child-centers for 0-6 and 0-12-year-olds. The central research paper in this symposium uses an organizational approach, analyses the tensions between the predominant traditional professional-bureaucratic organizations in the education sector and the commercial organizations and socially engaged professional organizations in the childcare sector, and argues that value-driven governance is needed to move beyond opportunistic coalitions towards truly inclusive and equitable networks of services. The second paper addresses from the perspective of a large childcare provider the difficulties encountered in creating collaborative networks with primary schools to establish integrated child centers in the city of The Hague, the third city of the Netherlands with a highly diverse population. The paper examines the key facilitators and barriers to successful intersectoral collaboration in The Hague. The third paper presents an example of promising practice, St. Stephen’s Child Centre in London-Newham, where midwifery, health, social work, early care and education services are integrated with a local primary school and co-located in one center in a poor London neighborhood. The center serves a highly diverse low-income population and, despite the odds, stands out in the educational achievement of its children. The paper discusses the (local) policy factors that explain the center’s success

The story of St. Stephen’s Child Centre in Newham,
London – explaining its success.

Jacqueline Barnes – University of Oxford, UK, Birkbeck, University of
London, UK

Collaborating with primary schools in a large urban area with a high
degree of segregation and polarization – the need for a shared mission.

Karen Strengers – DAK Child Centers, The Hague, The Netherlands

Market dynamics and public governance in hybrid systems
for child care and education: the role of values.

Willeke van der Werf – Utrecht University, the Netherlands 
Paul Leseman – Utrecht University, the Netherlands
Pauline Slot – Utrecht University, the Netherlands
Patrick Kenis – Tilburg University, the Netherlands

 15.00 – 16.30 hrs    Room: Pandora



6B. Intercultural Professional Development (via a Virtual Learning Environment)

Teachers and other professionals working with children and families encounter increasing cultural, linguistic and socio-economic diversity. Many professionals feel ill-prepared to address the challenges they encounter on a daily basis as a result of this diversity. How can we support these professionals in providing high quality education and promoting equality and inclusiveness? Professional development can play a key role in preparing and supporting professionals in their daily work, but this requires innovative and new ways of professional development that can effectively address these novel challenges. This symposium brings together evidence from different studies conducted in Europe and aims to share some lessons learned and new insights on professional development following a more systemic and contextual approach.

Potential – power to teach all: professional development of teachers to
create inclusive classes

Inge Van de Putte – UGent, Belgium
Wendelien Vantieghem – UGent, Belgium

Innovative approach to continuing professional development.
Findings from the case study in the Łódź creche network in Poland.

Olga Wysłowska – University of Warsaw, Poland
Kamila Wichrowska – University of Warsaw, Poland

Professional development and the ISOTIS VLE: building a community
of learners to foster professionals’ intercultural competences

Gil Nata – Porto University, Portugal
Pauline Slot – Utrecht University, the Netherlands

 15.00 – 16.30 hrs    Room: Pandora Foyer


6C. Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies


Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies

Education specialists should maintain awareness of the changing structures of families and parenting from culturally diverse and disadvantaged backgrounds, as has been observed by academics, social practitioners and the ISOTIS study which provides in-depth up- to- date insight. Identities of mothers are interwoven into their multiple roles and often caught in between their individual identities and collective identities; sense of belonging and their parents’ (mothers’) duties. Mothers from disadvantaged families are negotiating their identities by facing economic hardship and social stereotypes, different cultures and parenting styles, in order to provide their children with everything they need. Societal expectations of the role of mothers are high, but what does mean to live up to these expectations?

The session will feature a round – table discussion on identities and self-identification of mothers as mothers, parents, locals, ethnic minority, citizens, and immigrants. It will include short key-note presentations, followed by a discussion which will be moderated by Lyudmila Nurse

Introduction- Mothers’ identities – overcoming life challenges for the sake of their children

Lyudmila Nurse, Department of Education, University of Oxford, UK

The identities of the Polish mother: social imaginations and biographical experiences

Katarzyna Gajek, Faculty of Educational Sciences, Department of Social Pedagogy University of Łodź, Poland

Tension between public and perceived identities of the French Maghreb mothers

Aude Faugeron and Jérôme Mbiatong, Université Paris Est Créteil, France

The uneasy choice of mother tongue. The case of Czech Roma mothers

Kateřina Sidiropulu- Janků, Masaryk University, Brno, Czech Republic

 15.00 – 16.30 hrs    Room: Club nine


6D. Multilingual support via a Virtual Learning Environment


ECEC and school contexts are key settings that can contribute to reducing educational and social inequalities, to supporting children with an immigrant and minority ethnic backgrounds build their academic, social, emotional and motivational path as well as grow up multilingual and multicultural, and to exposing all children from the early years to a curriculum that makes them curious about diversity and develops critical thinking on equity and social justice. But to do so, curricula and pedagogies need to be revisited and innovated, while teachers often don’t feel prepared to. This symposium brings together lessons learned from design-based interventions supported by the use of ICTs, conducted in several European countries, following an eco-systemic approach. Participants will have the possibility to interact and explore digital platforms developed to this purpose, while presentations will briefly introduce research interventions.


Giulia Pastori – University of Milan Bicocca

The E Validiv VLE: is multilingual education possible in superdiverse settings?

Orhan Agirdag & Evelien Van Laere – KU Leuven and University of Amsterdam

The ISOTIS VLE: innovating multilingual and language awareness education

Giulia Pastori & Andrea Mangiatordi – University of Milan Bicocca, Italy

The ISOTIS VLE: innovating Human Rights and Social Justice education

Joana Cadima, Sofia Guichard, Gil Nata – University of Porto, Portugal

 15.00 – 16.30 hrs    Room: Punt laag