Teaching in the 'edgelands' of the school day: The organisation of Mother Tongue Studies in a highly diverse Swedish primary school

Teaching in the 'edgelands' of the school day : The organisation of Mother Tongue Studies in a highly diverse Swedish primary school

Avery, Helen (author): Lund University,Lunds universitet,Jönköping University,Språk-, litteratur- och mediedidaktik,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

(creator_code:org_t)

2015-05-25
2015
English.
In: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:2, s. 239-254

Related links:: http://dx.doi.org/10...; show more...; https://urn.kb.se/re...; https://doi.org/10.1...; https://urn.kb.se/re...; https://lup.lub.lu.s...; show less...

Abstract Subject headings

To promote attainment and inclusion, Sweden offers tuition in migrant pupils’ mother tongues as a regular school subject. However, the formulation of learning aims is problematic, and resources allocated to the subject do not correspond to ambitions expressed in steering documents. This case study presents an analysis of the organization of Mother Tongue Studies at a highly diverse urban primary school, based on interviews with teachers and head teachers. The practical organization of Mother Tongue Tuition affects how mother tongue teachers and pupils are perceived, but also potentially provides opportunities for empowerment and educational development. Results indicate that in the investigated case, such opportunities are not exploited, placing mother tongue teachers in a state of continuous structural stress, while limiting the forms their teaching relationships can take. Additionally, scheduling the school subject Mother Tongue Studies at the ‘edgelands' of the school day contributed to further marginalizing languages taught as mother tongue and minimized interaction with class teachers.

HUMANIORA -- Språk och litteratur (hsv//swe)
HUMANITIES -- Languages and Literature (hsv//eng)
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 -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)

About the subject

SOCIAL SCIENCES: SOCIAL SCIENCES; and Other Social Sci ...; and International Mi ...

By the university: Linnaeus University; Jönköping University; Lund University

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