Education without a Shared Language: Dynamics of Inclusion and Exclusion in Norwegian Introductory Classes for Newly Arrived Minority Language Students

Autor/in	Hilt, Line Torbjørnsen
Titel	Education without a Shared Language: Dynamics of Inclusion and Exclusion in Norwegian Introductory Classes for Newly Arrived Minority Language Students
Quelle	In: International Journal of Inclusive Education, 21 (2017) 6, S.585-601 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1223179
Schlagwörter	Language Minorities; Immigrants; Social Systems; Foreign Countries; Secondary School Students; At Risk Students; Second Language Learning; Disadvantaged; Introductory Courses; Networks; Barriers; Native Language; Systems Approach; Inclusion; Political Influences; Educational Policy; Norwegian; Qualitative Research; Ethnography; Interviews; Student Attitudes; Teacher Attitudes; Secondary School Teachers; English (Second Language); Norway + Suchen Sie Ihr Suchwort? Sprachminderheit; Immigrant; Immigrantin; Immigranten; Social system; Soziales System; Ausland; Sekundarschüler; Zweitsprachenerwerb; Einführungskurs; Systemischer Ansatz; Inklusion; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Norwegisch; Qualitative Forschung; Ethnografie; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Norwegen
Abstract	Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann's theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students' inclusion, especially towards those students who are placed at the basic level of the schools' hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01