“Welcome to Sweden_”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes



Education for newly arrived students in Sweden is commonly organised in introductory classes, providing a basis for transition to the mainstream system. Focusing on the hitherto underinvestigated question of how newly arrived students experience the time in and transition between introductory and regular classes, we analyse the social and pedagogical resources these two contexts provide based on interviews with students who arrived during the last years of lower secondary school. The research was conducted during 15 months at three schools in municipalities of different sizes, comprising 82 days of participant observation, 16 interviews with teachers and 61 semi-structured interviews with 22 students. Pointing to the tendency of allocating responsibility for newly arrived students’ education solely to the introductory class or the individual student, we argue that social and pedagogical provision also needs to be made in the mainstream system in order for school to fulfil its inclusive and educational aim.


Newly Arrived Students; Second Language Learning; Academic Literacy; Social Inclusion; Study Guidance in L1.

Paper Details

Paper Details
Topic EU Education Programs
Pages 137 - 163
Issue IEJEE, Volume 6, Issue 1, Special Issue Multilingual Policies and Multilingual Education in the Nordic Countries
Date of acceptance 01 October 2013
Read (times) 887
Downloaded (times) 363

Author(s) Details


Stockholm University, Sweden, Sweden


Stockholm University, Sweden, Sweden


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