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- Avery, HelenLund University,Lunds universitet,Jönköping University,Communication, Culture and Diversity (CCD),Arabiska,Avdelningen för arabiska, hebreiska och mellanösternstudier,Sektion 5,Språk- och litteraturcentrum,Institutioner,Humanistiska och teologiska fakulteterna,Centrum för Mellanösternstudier (CMES),Samhällsvetenskapliga institutioner och centrumbildningar,Samhällsvetenskapliga fakulteten,Arabic Studies,Division of Arabic Studies, Hebrew, and Middle Eastern Studies,Section 5,Centre for Languages and Literature,Departments,Joint Faculties of Humanities and Theology,Centre for Advanced Middle Eastern Studies (CMES),Departments of Administrative, Economic and Social Sciences,Faculty of Social Sciences (author)
At the bridging point : tutoring newly arrived students in Sweden
- Article/chapterEnglish2017
Publisher, publication year, extent ...
- 2016-06-28
- Informa UK Limited,2017
- printrdacarrier
Numbers
- LIBRIS-ID:oai:DiVA.org:lnu-71149
- https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71149URI
- https://doi.org/10.1080/13603116.2016.1197325DOI
- https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29975URI
- https://lup.lub.lu.se/record/f1d8a059-cbb6-4f08-a01b-8a681ccc534cURI
Supplementary language notes
- Language:English
- Summary in:English
Part of subdatabase
- SwePubSwePub
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Notes
- Included in thesis in its submitted form.
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
Subject headings and genre
- SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
- SOCIAL SCIENCES Educational Sciences hsv//eng
- SAMHÄLLSVETENSKAP Annan samhällsvetenskap Internationell migration och etniska relationer hsv//swe
- SOCIAL SCIENCES Other Social Sciences International Migration and Ethnic Relations hsv//eng
- HUMANIORA Språk och litteratur hsv//swe
- HUMANITIES Languages and Literature hsv//eng
- Tutoring
- reception
- refugees
- newly arrived students
- teacher collaboration
- inclusive support measures
- Pedagogics and Educational Sciences
- Pedagogik och Utbildningsvetenskap
- Social Sciences
- Samhällsvetenskap
- Svenska som andraspråk
- Swedish as a Second Language
- inclusive support measures
- refugee education
- newly arrived students
- teacher collaboration
- tutoring
- studiehandledning på modersmålet
- nyanlända elever
- inkluderande stödåtgärder
- lärares samarbete
- organisation av stödåtgärder
Added entries (persons, corporate bodies, meetings, titles ...)
- Jönköping UniversityCommunication, Culture and Diversity (CCD) (creator_code:org_t)
Related titles
- In:International Journal of Inclusive Education: Informa UK Limited21:4, s. 404-4151360-31161464-5173
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