“Welcome to Sweden”: Newly arrived students’ experiences of pedagogical and social provision in ıntroductory and regular classes
Keywords:
Newly arrived students, Second language learning, Academic literacy, Social inclusion, Study guidance in L1Abstract
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.
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References
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Viberg, Å. (1987). Vägen till ett nytt språk. Andraspråksinlärning i ett utvecklingsperspektiv.
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in Quebec. International Journal of Inclusive Education, 10(2-3), 251–263.
Ambjörnsson, F. (2004). I en klass för sig. Genus, klass och sexualitet bland gymnasietjejer.
Stockholm: Ordfront Förlag.
Axelsson, M. & Norrbacka Landsberg, R. (1998). En studie av två internationella klasser – ur ett
etnologiskt och språkpedagogiskt perspektiv. Botkyrka: Mångkulturellt centrum.
Blackledge, A. & Creese, A. (2010). Multilingualism. London: Continuum.
Blommaert, J. & Rampton, B. (2011). Language and superdiversity: A position paper.
Diversities, 13 (2), 1-20.
Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32, 1439-1465.
Bunar, N. (2010). Nyanlända och lärande. En forskningsöversikt om nyanlända elever i den
svenska skolan. Stockholm: Vetenskapsrådets rapportserie 6:2010.
Castro Feinberg, R. (2000). Newcomer Schools: Salvation or Segregated Oblivion for Immigrant
Students? Theory into practice, 39 (4), 220–227.
Corder, S. P. (1967). The significance of learner’s errors. International Review of Applied
Linguistics, 5, 161-169.
Cummins, J. (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire.
Clevedon: Multilingual Matters LTD.
Emerson, M. R., Fretz, R. I. & Shaw, L. L. (2011). Writing Ethnographic Fieldnotes. Chicago:
The University of Chicago Press.
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts
in SLA research. The Modern Language Journal, 81 (3), 286-300.
Garcia, O. (2009). Bilingual Education in the 21st Century. A Global Perspective. Oxford: Wiley
Blackwell.
Geertz, C. (1973). The Interpretation of Culture. New York: Basic Books.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language
learners in the mainstream classroom. Portsmouth: Heinemann.
Gibbons, P. (2009). English learners academic literacy and thinking. Learning in the challenge
zone. Portsmouth: Heinemann.
Gimbel, J. (1995). Bakker og udale. Sprogforum, tidskrift for sprog- og kulturpædagogik, 3, 28-
34.
Hek, R. (2005). The experiences and needs of refugee and asylum seeking children in the UK:
a literature review. Annesley: DFES Publications.
Holmegaard, M., Johansson Kokkinakis, S., Järborg, J., Lindberg, I. & Sandwall, K. (2006).
Projektet Ord i Läroböcker (OrdiL). In Lindberg, I. & Sandwall, K. (Eds.), Språket och
kunskapen – att lära på sitt andraspråk i skola och högskola (pp. 49-181). Göteborg:
Institutet för svenska som andraspråk, Göteborgs universitet.
Hornberger, N. (2005). ’Opening and filling up implementational and ideological spaces in
heritage language education’. The Modern Language Journal, 89, 605-609.
Jørgensen, J.N. (2008). Poly-Lingual Languaging Around and Among Children and
Adolescents. International Journal of Multilingualism, 5(3),161-176.
Keselman, O., Cederborg, A-C., Lamb, M. E., Dahlström, Ö. (2010). Asylum-seeking minors in
interpreter-mediated interviews: what do they say and what happens to their responses?
Child and Family Social Work, 15 (3), 325-334.
Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University
Press.
Lave, J. & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge:
Cambridge University Press.
Lindberg, I. (2009). I det mångspråkiga Sverige. Utbildning och demokrati, 18 (2), 9-37.
Retrieved from <www.oru.se/PageFiles/15299/Inger%20Lindberg.pdf> 2010-02-13.
Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy.
Perspectives: A Journal of TESOL Italy, 2, 15-18.
Matthews, J. (2008): Schooling and settlement: refugee education in Australia. International
Studies in Sociology of Education, 18(1), 31-45.
Miramontes, O., Nadeau, A. & Commins, N. (1997). Restructuring schools for linguistic diversity.
Linking decision making to effective programs. New York: Teachers College Press.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University
Press.
Norton, B. (1997). Language, Identity and the Ownership of English. TESOL Quarterly, 31 (3),
409-429.
Ochs, E. (1979). Transcription as Theory. In Ochs E. & B.B. Schieffelin (Eds.) Developmental
Pragmatics (pp. 43-72). New York: Academic Press.
Parszyk, I-M. (1999). En skola för andra. Minoritetselevers upplevelser av arbets- och livsvillkor
i grundskolan. Studies in educational sciences 17. Stockholm: HLS Publications.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second
language learning and use. In V. Cook (Ed.). Portraits of the L2 user (pp. 277-302).
Clevedon: Multilingual Matters.
Pinson, H., Arnot, M. & Candappa, M. (2010). Education, Asylum and the ‘Non-Citizen’ Child.
The politics of Compassion and Belonging. Basinstoke: Palgrave Macmillan.
PISA in Focus (2013). Do immigrant students’ reading skills depend on how long they have
been in their new country? Pisa in Focus nr 29. OECD 2013.
Rodell- Olgac, C. (1995). Förberedelseklassen – en rehabiliterande interkulturell pedagogik.
Göteborg: Almqvist & Wiksell.
Rutter, J. (2006). Refugee Children in the UK. Maidenhead: Open University Press
Sandwall, K. (2013). Att hantera praktiken. Om sfi-studerandes möjligheter till interaktion och
lärande på praktikplatser. Göteborgsstudier i nordisk språkvetenskap 20. Göteborg:
Göteborgs universitet.
Saville-Troike, M. (1984). What really matters in second language learning for academic
achievement? TESOL Quarterly, 18(2), 199-219.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-241.
Short, D. J. (2002). Newcomer Programs: An Educational Alternative for Secondary Immigrant
Students. Education and Urban Society, 34(2), 173–198.
Thomas, W. P. & Collier, V. P. (1997). School Effectiveness for Language Minority Students.
National Clearinghouse for English Language Acquisition (NCELA) Resource Collection
Series, No. 9, December 1997.
Thomas, W. P. & Collier, V. P. (2002). A National Study of School Effectiveness for Language
Minority Students’ Long Term Academic Achievement: Final Report. Retrieved from
http://crede.berkeley edu/research/llaa/1.1_final.html 2002 10 23.
Utbildningsdepartementet. (2013). Utbildning för nyanlända elever. Ds: 2013:6.
Van Lier, L. (1996). Interaction in the language curriculum. London and New York: Longman.
Viberg, Å. (1987). Vägen till ett nytt språk. Andraspråksinlärning i ett utvecklingsperspektiv.
Stockholm: Natur och Kultur.
Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press. Retrieved from
http://www.ncbe.gwu.edu/ncbepubs/resource/effectiveness 1998 01 12.
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Published
2017-08-04
How to Cite
Nilsson, J., & Axelsson, M. (2017). “Welcome to Sweden”: Newly arrived students’ experiences of pedagogical and social provision in ıntroductory and regular classes. International Electronic Journal of Elementary Education, 6(1), 137–164. Retrieved from https://iejee.com/index.php/IEJEE/article/view/37
