Non-challenging education and teacher control as factors for marginalization of students in diverse settings


Åsa WEDIN


Abstract

This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.


Keywords

Challenging education, Immigrant students, Diverse settings, Teacher attitudes, Deficiencies

Paper Details

Paper Details
Topic Teacher Education
Pages 169 - 188
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 877
Downloaded (times) 347

Author(s) Details

Åsa WEDIN

Högskolan Dalarna, Sweden, Sweden


References

Author, (2008). Monologen som en resurs i klassrummet. (The monologue as a resource in the classroom) Pedagogisk forskning i Sverige, 13(4), 241-256.

Author, (2010a). A restricted curriculum for second language learners. A self-fulfilling teacher strategy? Language and Education, 24(3), 171-184.

Author, (2010b). Narration in Pre- and Primary School. A resource for language development and multilingualism. Language, Culture and Curriculum,  23(3), 219-233.

Author, (2011). Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år. (Development of oral and written language in second language students in primary school) Didaktisk tidskrift, 20(2), pp. 95-118.

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.

Cummins, J. (1984). Bilingualism and Special Education. Issues in assessment and pedagogy. Clevedon: Multilingual Matters.

Cummins, J. (1996). Negotiating Identities. Education for empowerment in a diverse society. Ontario: California Association for Bilingual Education.

Cummins, J. (2000). Language, Power and Pedagogy.  Bilingual children in the crossfire. Clevedon: Multilingual Matters Ltd.

Cummins, J. & Early, M. (2011). Identity Texts. The Collaborative Creation of Power in Multilingual Schools. London: Institute of Educational Press.

Gibbons, P. (1998). Classroom talk and the learning of new registers in a second language. Language and Education, 12(2),  99-118.

Gibbons, P. (2006). Bridging discourses in the ESL classroom. Students, teachers and researchers. London: Continuum.

Gibbons, P. (2008). "It was taught good and I learned a lot". Intellectual practices and ESL learners in the middle years. Australian Journal of Language and Literacy, 31(2), 155-173.

Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(344), 93-116.

Hammond, J. (2006). High challenge, high support. Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5, 269-283.

Hammond, J. (2008). Intellectual challenge and ESL students. Implications of quality teaching initiatives.  Australian Journal of Language and Literacy, 31(2), 128-154.

Johnston, K. & D. Hayes, (2008). “This is as good as it gets”: Classroom lessons and learning in challenging circumstances. Australian Journal of Language and Literacy, 31(2), 109-127.

Knapp, M., P. Shields, & B. Turnball, (1995). Academic challenge in high poverty classrooms. Phi Delta Kappan, 76, 770-776.

Lahdenperä, P. 1997. Invandrarbakgrund eller skolsvårigheter. En textanalytisk studie av åtgärdsprogram för elever med invandrarbakgrund. PhD Diss. Stockholm: H L S förlag.

Newmann, F. M. & Associates (1988). Authentic Achievement. Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Parszyk, I.-M. (1999). En skola för andra. Minoritetselevers upplevelser av arbets- och livsvillkor i skolan. PhD Diss. Stockholm: H L S förlag.

Queensland School Reform Longitudinal Study. 2001. School of education, University of Queensland. Australia: The State of Queensland.

Runfors, A. (2003). Mångfald, motsägelser och marginaliseringar: En studie av hur invandrarskap formas i skolan. Stockholm: Prisma.

Schechter, S. & Cummins, J. (2003). (Eds.) Multilingual Education in Practice. Using Diversity as a resource. Portsmouth, NH: Heinemann.

Schleppegrell, M. (2004). The Language of Schooling. London: Lawrence Erlbaum.

Skolverket (2009). [Retrieved June 16, 2009]. Available at http://www.Skolverket.se/statistik/grundskolan/betyg och prov

Thomas, W. & V. Collier, (1997). School Effectiveness for Language Minority Students. NCBE Resource Collection Series, No. 9, George Washington University. http://www.ncbe.gwu.edu/ncbepubs/resource/effectiveness