Introductory classes for newcomer primary school students in Sweden
Pedagogical principles and emotional understanding
Bibliographic Data
| ID | 18980756 |
|---|---|
| Authors | Christina Hedman (0000-0001-8869-6687, Stockholm University, corresponding author), Ulrika Magnusson (0000-0002-8887-0590, Stockholm University, corresponding author) |
| Year | 2021 |
| Volume | 13 |
| Issue | 1 |
| Pages | 85-105 |
| Publication date | 2021-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2021.1890309 |
| OpenAlex | W3157436580 |
| Language | EN |
| Citations received | 9 |
| References cited | 25 |
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. 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
Acknowledgement · Enculturation · Ethnography · Fieldnotes · Mathematics education · Multilingualism · Pedagogy · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Psychology · Second Language Learning and Teaching
Study tutors’ professional role and practical work with newly arrived students in Sweden
Challenging homogeneity
Accommodating beginner language learners in level-based language introduction
Critical Multilingual Language Awareness Among Migrant Students
What characterizes the language instruction in homogeneous and heterogeneous preparatory classes for refugee and migrant children in monolingual school contexts? A comparative case study from Türkiye and Germany
Adjusting to linguistic diversity in a primary school through relational agency and expertise
Microcosm of Multilingualism
Researching the Complexities of the School Subject Swedish as a Second Language
Constructing success and hope among migrant students and families. A mother tongue teacher's didactic narratives
Der monolinguale Habitus der multilingualen Schule
The Cultural Politics of Emotion
The Structuring of Pedagogic Discourse
Emotional Geographies of Teaching
A politics beyond subjects
An Introduction to Functional Grammar
Peer group interactions in multilingual educational settings
Pedagogy, Symbolic Control, and Identity
The Cultural Politics of Emotion
Educating the old and newcomers
Schwedis’ he can’t even say Swedish” - subverting and reproducing institutionalized norms for language use in multilingual peer groups
Modelling linguistic diversity at school
Teachers of Newcomer Immigrants in Provincial Schools in Sweden
The becoming of a Swedish preschool child? Migrant children and everyday nationalism
Pedagogising Knowledge
Emotional Capital and Education
Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings
The care worlds of migrant children - Exploring inter-generational dynamics of love, care and solidarity across home and school
| Citations per year | 1.8 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |