"Welcome to Sweden...": Newly Arrived Students' Experiences of Pedagogical and Social Provision in Introductory and Regular Classes

Autor/inn/en	Nilsson, Jenny; Axelsson, Monica
Titel	"Welcome to Sweden...": Newly Arrived Students' Experiences of Pedagogical and Social Provision in Introductory and Regular Classes
Quelle	In: International Electronic Journal of Elementary Education, 6 (2013) 1, S.137-164 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Participant Observation; Semi Structured Interviews; Municipalities; Teaching Methods; Secondary School Students; Introductory Courses; Student Attitudes; Teacher Attitudes; Mainstreaming; Student Responsibility; Foreign Countries; Second Language Learning; Academic Discourse; Swedish; Language of Instruction; Native Language; Transitional Programs; Literacy; Social Integration; Longitudinal Studies; Ethnography; Sweden + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Magistrat; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Einführungskurs; Schülerverhalten; Lehrerverhalten; Ausland; Zweitsprachenerwerb; Discourse; Diskurs; Schwedisch; Teaching language; Unterrichtssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Integration; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Schweden
Abstract	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. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01