Zahra Sadat Roozafzai
ACECR Institute of Higher Education-Isfahan, Humanities, Iran; https://orcid.org/0000-0001-8376-6818
DOI: https://doi.org/10.36534/erlj.2024.01.02
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2024-1(11). LINK BETWEEN BELIEFS AND LANGUAGE, pp. 18-33.
Abstract
Regarding the various indications such as social, cultural, political, educational, and labor policies of the host country for family migration, the present study discussed the index of inclusivity in psychosocial and educational immigration policies. The study aimed to propose how social and educational vulnerabilities of migrants should be addressed. To achieve this, the study examined the current status (state) and potential improvements in psychosocial and educational migration policies in terms of inclusivity. A wide range of materials including articles, news reports, journal pieces, legal documents from Europe and North America, specifically the EU, were analyzed to provide a comprehensive view of the subject. The study also utilized Selinker’s Interlanguage theory from Second Language Acquisition to compare with migration policy in answering research questions. Through dynamic review, thematic analysis, and qualitative research design, the study concluded that the index of inclusivity is evolving and should be implemented in various aspects of migration policy. As a result, a model for education in migration policy, named “The Inter-state Model,” was proposed. This model aims to provide clarity on the role and support of migration policies for migrants, particularly vulnerable populations.
Keywords: moderate inclusive education, transmigration, assimilation, diversity, migration policy, inter- state migration model
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