"Introductory Classes" for Newcomer Primary School Students in Sweden. Pedagogical Principles and Emotional Understanding

Autor/inn/en	Hedman, Christina; Magnusson, Ulrika
Titel	"Introductory Classes" for Newcomer Primary School Students in Sweden. Pedagogical Principles and Emotional Understanding
Quelle	In: Multicultural Education Review, 13 (2021) 1, S.85-105 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hedman, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1890309
Schlagwörter	Foreign Countries; Introductory Courses; Immigrants; Teaching Methods; Discourse Analysis; Power Structure; Teacher Attitudes; Ethnography; Student Needs; Multilingualism; Elementary School Students; Second Language Learning; Educational Practices; Teacher Student Relationship; Knowledge Base for Teaching; Swedish; Caring; Classroom Techniques; Sweden + Suchen Sie Ihr Suchwort? Ausland; Einführungskurs; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Lehrerverhalten; Ethnografie; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schwedisch; Care; Pflege; Sorge; Betreuung; Klassenführung; Schweden
Abstract	Through the study of pedagogic discourse and practice in "introductory classes" (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein's conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students' prior languages differs from previous research. Furthermore, the teachers' accommodations to the students' needs through a collaborative practice of care formed an important part of the "inner logic" of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers' multilingual competencies and long-term experience with ICs, multilingualism and migration, and support from school management. We welcome interrelated discussions of underpinning logics based on research within different educational contexts comprising migrant students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01