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Villkor för lärande: Utbildning på språkintroduktionsprogrammet ur lärar- och elevperspektiv
Dalarna University, School of Teacher Education, Educational Work.
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Description
Abstract [en]

Using the third space theory, the overall aim of this thesis is to study and problematize conditions for learning which are provided for newly arrived students in the Language Introduction Program in upper secondary school. By highlighting factors that affect these students' education in four sub-studies, the study contributes in-depth knowledge about the Language Introduction Program. The program is one of five introductory programs in Swedish upper secondary school that admits newly arrived students from the ages of 16 to 19. 

The thesis adopts an ethnographically inspired approach and consists of four qualitative sub-studies that highlight factors and issues that affect the education of students in the program. The data consist of observations of lessons in five different subjects, interviews with teachers and students, and assessment material that looks at the prior knowledge and experiences of students. The theoretical framework of the thesis is Bhabha’s third space theory, which is employed for the analysis of the results and conclusions.

The findings indicate that knowledge in Swedish and knowledge learned in Swedish schools is highly valued by the teachers. What teachers and students say demonstrates that knowledge of Swedish is perceived as key to employment and a place within society. The results also show that some school knowledge gained earlier by students, in addition to knowledge acquired in Swedish schools, is more highly valued and made visible in a different way than the knowledge gained in other ways. The findings also indicate that what teachers say about knowledge in relation to Language Introduction students positions the students as students not knowing Swedish, or as some of the participating teachers put it, students who do not "have the language", indicating specifically Swedish. The students themselves talk about how they lack Swedish and how they must learn Swedish, which corresponds then with what the teachers say. Furthermore, the results show that some teachers use the term "students without background" to refer to students with little or no experience of formal schooling. This makes knowledge gained through formal schooling visible, and knowledge gained in other ways by students "without background" invisible. 

A conclusion that can be drawn from this thesis is that the students at Language Introduction are stereotyped as students with different knowledge than expected, that the education on the program is not based on the students' conditions and that their opportunities for learning are therefore not equivalent to those of students in other programs in Swedish schools.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2023.
Series
Dalarna Doctoral Dissertations ; 26
Keywords [en]
Language Introduction Program, newly arrived students at upper secondary school, conditions for learning, third space, teachers’ discourse about knowledge, assessment of prior knowledge and experiences
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-45933ISBN: 978-91-88679-65-9 (print)OAI: oai:DiVA.org:du-45933DiVA, id: diva2:1753949
Public defence
2023-09-08, lecture hall FÖ 5, campus Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2023-08-01 Created: 2023-05-02 Last updated: 2023-08-01Bibliographically approved
List of papers
1. Nyanlända gymnasieelever – Elevidentiteter och språkbarriärer
Open this publication in new window or tab >>Nyanlända gymnasieelever – Elevidentiteter och språkbarriärer
2020 (English)In: Acta Didactica Norden, ISSN 2535-8219, Vol. 14, no 1Article in journal (Refereed) Published
Abstract [en]

I föreliggande artikel studeras nyanlända elevers upplevelser av att vara elever på Språkintroduktion. Programmet är ett av fem introduktionsprogram i gymnasieskolan och tar emot nyanlända elever från 16 till 19 år. Eleverna placeras på Språkintroduktion eftersom de nyligen har kommit till Sverige och för att de ännu inte uppnått tillräckliga kunskaper i det svenska språket. I denna intervjustudie bidrar Homi Bhabhas teori om mellanrummet till en förståelse för hur erfarenheter av Språkintroduktion kan upplevas. Resultatet visar att elevgrupperna på Språkintroduktion är heterogena eftersom eleverna har olika erfarenheter av skola och arbete. Tre teman blir synliga i resultatet: elever med andra kunskaper och erfarenheter, elevidentiteter som särskilt framträder och det svenska språket som barriär. Resultaten visar att förvärvandet av det svenska språket för varje elev blir ett mål att nå samtidigt som det utgör ett hinder. Språket blir viktigt eftersom eleverna är beroende av det för att lyckas såväl i skolan som i samhällslivet. Likaså blir synliggörandet av elevers tidigare erfarenheter och kunskaper betydelsefullt eftersom det kan komma att påverka deras identitetsuppfattning.Nyckelord: språkintroduktion; nyanlända elever; mellanrum; elevidentitetNewly arrived upper secondary school students – Student identities and language barriersAbsractThis study investigates newly arrived students’ experiences of being students at Language Introduction in Sweden. The program is one of five introductory programs in Swedish upper secondary school and admits newly arrived students from the ages of 16 to 19 years old. Students are placed at Language introduction because they have recently arrived in Sweden and since they have not yet gained enough knowledge of the Swedish language. In this interview study, Homi Bhabha’s theory of the third space contributes to an understanding of how experiences from Language introduction can be perceived. The results show that student groups at Language introduction are heterogeneous as students have diverse experiences of school and work. Three themes appear in the results: students with other kinds of knowledge and experiences, student identities in transformation, the Swedish language as an obstacle and as goal. The results show that the acquisition of the Swedish language becomes to each student a goal to reach and at the same time a hindrance. The language becomes important because the students depend on it in order to be successful in school as well as in life in society. Likewise, making the students’ past experiences and knowledge visible, becomes important as it may affect their perception of identity.Keywords: språkintroduktion; nyanlända elever; mellanrum; elevidentitet

National Category
Pedagogical Work
Research subject
Research Profiles 2009-2020, Education and Learning
Identifiers
urn:nbn:se:du-32194 (URN)10.5617/adno.7825 (DOI)2-s2.0-85100217685 (Scopus ID)
Available from: 2020-03-06 Created: 2020-03-06 Last updated: 2023-06-20
2. Reading in Language Introductory Program Classrooms in Sweden
Open this publication in new window or tab >>Reading in Language Introductory Program Classrooms in Sweden
2022 (English)In: Languages, E-ISSN 2226-471X, Vol. 7, no 1Article in journal (Refereed) Published
Abstract [en]

The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt’s compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL).

Place, publisher, year, edition, pages
MDPI, 2022
Keywords
L2 students at upper secondary high school, Swedish as a Second Language (SSL), reading practices, L2 reading
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-39484 (URN)10.3390/languages7010036 (DOI)000774948600001 ()2-s2.0-85124901149 (Scopus ID)
Available from: 2022-02-14 Created: 2022-02-14 Last updated: 2023-06-20Bibliographically approved
3. Diskurser om kunskap i relation till språkintroduktionselever
Open this publication in new window or tab >>Diskurser om kunskap i relation till språkintroduktionselever
2023 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed) Epub ahead of print
Abstract [sv]

Syftet med den här artikeln är att rikta ljuset mot diskurser om språkintroduktionselever och deras kunskap, mer specifikt diskurser som framträder hos lärare som undervisar på Språkintroduktion. Programmet är ett av fem introduktionsprogram i svenska gymnasieskolan och tar emot nyanlända elever från 16 till 19 år. Eftersom studier påvisat att lärares uppfattningar, övertygelser och erfarenheter bidrar till att utforma den undervisningspraktik de genomför och är av betydelse för elevers skolgång är de viktiga att undersöka. Foucaults perspektiv på diskursteori- och analys valdes för att synliggöra lärares tal om undervisningen på programmet och den kunskapssyn som framställs i relation till språkintroduktionseleverna. Materialet i studien består av intervjuer med 24 lärare som arbetar på fyra olika gymnasieskolor. I analysen framträder de två diskurserna kunskap och flerspråkighet som innehåller utsagor om kunskap, kunskapsmässig heterogenitet, bakgrunder, skolbakgrunder och språk. I resultaten synliggörs att flerspråkigheten uppfattas som en resurs på det individuella planet men att den i en skolkontext blir ett hinder. Därmed positioneras eleverna som bristfälliga såväl kunskapsmässigt som språkmässigt, i synnerhet elever med kort eller ingen skolbakgrund.

Keywords
Språkintroduktion, diskurser, kunskap, nyanlända gymnasieelever, flerspråkighet
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46571 (URN)
Available from: 2023-08-01 Created: 2023-08-01 Last updated: 2023-09-08Bibliographically approved

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Bomström Aho, Erika

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