How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases from Two Municipalities

Autor/in	Norozi, Sultana Ali
Titel	How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases from Two Municipalities
Quelle	In: European Education, 51 (2019) 3, S.231-251 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2019.1619464
Schlagwörter	Language Minorities; Municipalities; Elementary School Students; Teacher Attitudes; Administrator Attitudes; Immigrants; Barriers; Foreign Countries; Norwegian; Second Language Learning; Cultural Differences; Parent Teacher Cooperation; Educational Policy; Professional Personnel; Teacher Student Relationship; Mainstreaming; Student Adjustment; Elementary School Teachers; Norway; Norway (Oslo) + Suchen Sie Ihr Suchwort? Sprachminderheit; Magistrat; Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Ausland; Norwegisch; Zweitsprachenerwerb; Kultureller Unterschied; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Politics of education; Bildungspolitik; Personalbestand; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Norwegen
Abstract	This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01