Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives
Bibliographic Data
| ID | 21590113 |
|---|---|
| Authors | Christa Roux Sparreskog (0000-0001-7695-604X, School of Education, Culture and Communication (UKK), Mälardalen University (MDU), Västerås, Sweden, corresponding author) |
| Year | 2024 |
| Volume | 38 |
| Issue | 5 |
| Pages | 781-799 |
| Publication date | 2024-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2023.2226365 |
| OpenAlex | W4382402437 |
| Language | EN |
| Citations received | 5 |
| References cited | 23 |
26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein’s model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma
Language proficiency · Mainstream · Mathematics education · Multilingual Education · Multilingualism · Pedagogy · Political science · Professional development · Representativeness heuristic · Sociology · Computer Science · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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Pedagogical Collaboration for Language and Knowledge Development of Second Language Learners—From the Perspective of Teachers in the Early Years of Schooling
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
Study tutors’ professional role and practical work with newly arrived students in Sweden
Translanguaging as an official support measure for newly arrived students in Sweden
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
The Impact of Mother Tongue Instruction on the Development of Biliteracy
Building bridges and strengthening positions
Educating the old and newcomers
The Advantages of Bilingualism Debate
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
At the bridging point
Teacher collaboration networks as a function of type of collaboration and schools’ structural environment
Fostering team teaching
Interpreting discourse
A Model for Interdisciplinary Collaboration
Ethnography
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |