Teaching in the ‘edgelands' of the school day
The organisation of Mother Tongue Studies in a highly diverse Swedish primary school
Bibliographic Data
| ID | 12928790 |
|---|---|
| Authors | Helen Avery (0000-0002-3521-0441, corresponding author) |
| Year | 2015 |
| Volume | 7 |
| Issue | 2 |
| Pages | 239-254 |
| Publication date | 2015-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743815586523 |
| OpenAlex | W2308155885 |
| Language | EN |
| Citations received | 8 |
| References cited | 9 |
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
Empowerment · First language · Inclusion (mineral · Limiting · Mathematics education · Pedagogy · Political science · Sociology · Subject (documents · Computer Science · EFL/ESL Teaching and Learning · Engineering · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
The Influence of Heritage Language Teachers’ Educational Backgrounds on Their Reasoning About Special Educational Needs in Multilingual Students
Pedagogical Collaboration for Language and Knowledge Development of Second Language Learners—From the Perspective of Teachers in the Early Years of Schooling
Promoting Reading and Writing Development Among Multilingual Students in Need of Special Educational Support
In between the fields of research of special educational needs and multilingual education – Swedish heritage language teachers’ perspectives on special educational needs in multilingual students
Nordic challenges related to exclusion and local responses in Swedish, Finnish, and Norwegian urban compulsory education
Teachers’ ideological dilemmas
From Policy to Practice
Mother tongue instruction as a sticky object
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |