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European Journal of Applied Sciences – Vol. 11, No. 5

Publication Date: October 25, 2023

DOI:10.14738/aivp.115.15404

Muhammed, S. S. (2023). Teacher’s Perception Over Identity Negotiation of Immigrant Children in Secondary Schools in the UK.

European Journal of Applied Sciences, Vol - 11(5). 28-37.

Services for Science and Education – United Kingdom

Teacher’s Perception Over Identity Negotiation of Immigrant

Children in Secondary Schools in the UK

Sule Sallah Muhammed

School of Doctoral degree, Unicaf University, London, United Kingdom

ABSTRACT

This study explores the intricate connection between identity negotiation and

academic achievement among immigrant students in high schools in the United

Kingdom. It examines how students and teachers navigate cultural diversity's

challenges in education, uncovering the interplay between cultural backgrounds,

language learning, and academic success. Utilizing mixed methods, the research

employs interviews and observations to collect data from immigrant students and

teachers across four urban high schools. Findings reveal the time-intensive nature

of language acquisition for immigrant students, impacting their academic language

proficiency over years. Teachers are crucial in establishing inclusive classrooms

that foster identity negotiation and academic excellence. The study underscores the

importance of effective school-family communication, advocating tailored

approaches for cultural differences. Implications extend to educational policy,

emphasizing inclusive environments that value students' diverse identities.

Providing insights into immigrant students' experiences, this research enriches the

understanding of identity negotiation in education and offers actionable

recommendations for enhancing their academic achievement.

Keywords: Identity Negotiation, Academic Achievement, Immigrant Students, Cultural

Diversity, Language Acquisition, Inclusive Education.

INTRODUCTION

The value of education as a societal tool is evident in its capacity to elevate pupils' social

standing. In specific contexts, education functions as a unifying force among younger segments

of British citizens and residents [9]. As the population of immigrants in the United Kingdom

continues to grow, the education system must address the distinct needs and challenges faced

by younger students, especially those from immigrant families. The process of providing

educational opportunities to these students can be hindered by the evolving demands between

their native cultures and English cultural expectations [10]. These demands become more

complex over time due to a deeper connection to cultural heritage.

The shifting demographics in British schools require education officials, school administrators,

and educators to acknowledge the increasing multicultural dimensions within schools [13]

Meeting this demand entails offering students’ beneficial support to navigate their traditional

cultural values alongside those of their adopted culture [9]. Achieving this can be challenging if

teachers fail to recognize the importance of cultural heritage in the students they instruct.

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Muhammed, S. S. (2023). Teacher’s Perception Over Identity Negotiation of Immigrant Children in Secondary Schools in the UK. European Journal

of Applied Sciences, Vol - 11(5). 28-37.

URL: http://dx.doi.org/10.14738/aivp.115.15404

Despite implementing post-Brexit border restrictions, the United Kingdom witnesses a

persistent rise in both legal and illegal immigration. Escalating global conflicts, struggling

economies in many developing nations, and feelings of despair contribute to the UK's continued

appeal as a migrant destination [21]. Regrettably, this influx of immigration adds complexity to

the social dynamics faced by immigrant children upon entering the British school system. These

children must grapple with shifts in their identities due to their education. Consequently, this

study aims to explore the delicate process of identity negotiation among immigrant children

who will eventually become integral members of the broader English community.

Education has always been and remains pivotal for the success and upward mobility of

numerous children in the United Kingdom. Cultural synergies play a significant role in

harmonizing elements linked to learning in the UK [17]. This holds particularly true for the

education of young immigrant children. These children not only encounter the challenge of

acquiring, assimilating, and effectively utilizing English culture throughout their learning

environment [13], but they also grapple with negotiating a balance between identities amidst

a clash between their original and adopted cultures.

The United Kingdom experiences an increase in immigrant, primarily originating from South

East Asia and the Middle East [21]. While these immigrants are often viewed through the lens

of their national identities and cultures, many also carry distinct ethnic identities rooted within

their original regional communities. The migration of such children to the UK entails the

acquisition of English cultural nuances. Although children exhibit greater flexibility in learning,

it remains crucial to provide them with adequate socio-structural support for comprehensive

learning.

Effective education necessitates an environment that values distinct identities [9]. If the

learning environment fails to accommodate the integration of cultural identities, it can lead to

discordance in students [1]. Education is intended to foster a sense of cohesion within the

community a student is assimilating into. When cultural discord arises, students might resist

integration and exhibit reduced enthusiasm toward learning about their new culture.

Intersectional identity regulation holds utmost importance within the context of immigrant

students entering the UK educational system. The general assumption is that most students

joining the British system possess limited familiarity with British customs [12]. Therefore, it

becomes crucial to consider the needs of such students. Moreover, these students could

potentially facilitate connections, offering support to fellow students from similar ethnic

backgrounds that require assistance [1].

Problem Statement

The educational landscape in the United Kingdom has been significantly transformed by

increasing levels of immigration, contributing to the multicultural fabric of the nation. This

demographic shift has brought about a complex set of challenges, particularly for immigrant

students within the British school system [7]. The fusion of diverse cultural identities, language

barriers, and the negotiation of social belonging presents a multifaceted problem that

necessitates exploration. Immigrant children arriving in the UK are confronted with the

intricate task of integrating their original cultural identities with the prevailing English cultural

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Services for Science and Education – United Kingdom 30

European Journal of Applied Sciences (EJAS) Vol. 11, Issue 5, October-2023

norms. The challenge of maneuvering through identity dynamics is intensified by the requisites

of learning, wherein pupils must not solely amass scholarly information but also navigate the

socio-cultural facets of their unfamiliar milieu. While endeavoring to attain equilibrium

between their legacy and assimilated selves, these learners confront a distinctive array of

hurdles that could potentially influence their holistic welfare and educational achievements

[22].

The acquisition of language occupies a pivotal role in this narrative, for learners frequently

must attain a degree of English fluency to fully partake in the pedagogical system. The extended

trajectory of linguistic acquisition could result in disparities in academic performance and

obstruct social assimilation, subsequently affecting students' self-confidence and sense of

affinity. Furthermore, educators and school administrators might not be adequately equipped

to cater to the diverse requisites of migrant learners, giving rise to potential misinterpretations,

cultural missteps, and a scarcity of custom-tailored support infrastructures. The educational

odyssey of migrant learners is influenced by an array of elements, including educator influence,

classroom interactions, fusion of cultural identities, and the school's responsiveness to their

requisites. Therefore, it becomes vital to comprehensively scrutinize the interplay among self- discovery, cultural pluralism, linguistic acquisition, and academic accomplishment within the

milieu of migrant learners in metropolitan secondary institutions in the United Kingdom.

This study aims to address the following key questions: How do immigrant students negotiate

their cultural identities within the educational environment? What role does language

acquisition play in their identity negotiation and academic success? How do teachers and school

policies impact the identity negotiation process and overall academic outcomes of immigrant

students? By delving into these questions, the study seeks to uncover the nuanced challenges

faced by immigrant students and provide valuable insights to inform educational policies and

practices that promote inclusivity, cultural understanding, and academic excellence.

SIGNIFICANCE OF THE STUDY

The study deepens our understanding of strategies that can effectively enhance the recognition

and alignment of cultural identities, leading to improved educational outcomes for students.

The insights from this research hold particular significance for teachers, students,

administrators, and education officials. Among these stakeholders, teachers occupy a central

role as they are responsible for creating inclusive and culturally sensitive learning

environments. By unraveling effective practices for identity negotiation within multicultural

classrooms, this study offers invaluable guidance to educators seeking to foster a more

harmonious and supportive educational experience for students.

At the heart of this investigation is the students themselves, who grapple with the complexities

of identity negotiation in the context of diverse educational settings. This study's findings are

poised to provide practical assistance to these students, offering insights into navigating the

intricate terrain of cultural integration while pursuing their academic endeavors. Additionally,

school administrators play a pivotal role in shaping the educational landscape through policy

formulation. By understanding how to promote inclusivity and cater to diverse cultural

identities, administrators can contribute to nurturing an environment that embraces the rich

cultural tapestry of students' backgrounds. In essence, this research transcends theoretical