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The overall aim of the thesis is to generate knowledge about scaffolding for the development of language and knowledge in Study Guidance through the Mother Tongue (SGMT) in Swedish primary school. The specific purpose is to investigate and analyze interactions between SGMT assistants and students with a focus on what content knowledge is covered in scaffolding in SGMT, which scaffolding functions can be identified in SGMT and how they are expressed, and finally, how SGMT assistants and students use their language resources in scaffolding.

The theoretical starting points are a translanguaging perspective and a sociocultural perspective based on Vygotsky’s theories. The methodological framework for this qualitative study is linguistic ethnography. The empirical material was generated through observations of interactions between SGMT assistants and students, formal semi-structured and video-stimulated interviews and informal interviews with them, and semi-structured and informal interviews with the students’ teachers. The material was documented through field notes and audio- and video recordings.

The results indicate complexity of scaffolding content, scaffolding functions, and use of language resources in SGMT. The scaffolding content is extensive; it covers different areas and time spans, and although it is to some extent predetermined, it is mostly negotiated spontaneously between the participants. The scaffolding functions are complex because the scaffolding is carried out through SGMT assistants’ navigating between various actions in interactions with students, where the actions and the functions they identify interact with each other dynamically. Language use in SGMT scaffolding varies in relation to the content and functions and is characterized as a form of translanguaging. Language use is flexible and includes the dynamic use of students’ various language resources while being influenced by language norms for expressing knowledge in the school context outside of SGMT. SGMT scaffolding is characterized as a form of emotional scaffolding that reflects the SGMT assistants’ concern for the students’ vulnerable situation in Swedish school.

The conclusion is that scaffolding in SGMT is a fluid and flexible process where the roles between the participants are not fixed but dynamic. The participants’ navigating between various language resources indicates translanguaging, which means that language use in this context cannot be limited to the use of one or two named languages. The scaffolding indicates an emotional scaffolding because it usually involves newly arrived students who may need emotional support to feel safe and flourish in school. To be effective, SGMT scaffolding requires cooperation between SGMT assistants, subject teachers, and school management.