Study tutors’ professional role and practical work with newly arrived students in Sweden
Bibliographic Data
| ID | 21590147 |
|---|---|
| Authors | Brendan Munhall (0000-0001-9455-3201, Stockholm University), Sofia Antera (0000-0002-7725-782X, Uppsala University), Carles Fuster (0000-0003-4322-121X, Mälardalen University, corresponding author) |
| Year | 2025 |
| Volume | 39 |
| Issue | 3 |
| Pages | 736-750 |
| Publication date | 2025-05-04 |
| 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 | 10.1080/09500782.2024.2422557 |
| OpenAlex | W4403862561 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
Study Tutoring in the Mother Tongue is a support measure in Swedish schools typically offered to newly arrived students. The space is often referred to as one for translanguaging because, during tutoring sessions, both study tutors and students alternate between using their native language (L1) and Swedish while discussing the subject matter. The few studies available describe study tutors as a critical ‘language and culture bridge’ for newly arrived students’. In this study, we interview ten study tutors from across Sweden to explore their perceptions of their professional role and practical work with newly arrived students. The results show that study tutors describe their work as an essential support measure for newly arrived students’ success and inclusion in school. Yet, the study tutors also highlight their work as having collaboration, time and resource constraints, and that they feel they lack the training to address these challenges. In response, the study tutors see their work as pragmatic, relying on their professional backgrounds and initiative to support their students, at times acting outside their official responsibilities. These findings show the underutilization of study tutors, the potential of which could be developed through their greater inclusion in school planning and formalized training
Mathematics education · Medical education · Pedagogy · Sociology · Education and experiences of immigrants and refugees · Engineering · Global Education and Multiculturalism · Higher Education Learning Practices · Medicine · Psychology
Pedagogical Translanguaging and Its Application to Language Classes
Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives
The pivotal and peripheral roles of bilingual classroom assistants at a Swedish elementary school
Introductory classes for newcomer primary school students in Sweden
Translanguaging in Sweden
One size fits all? What counts as quality practice in (reflexive) thematic analysis
A third space for inclusion
At the bridging point
Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program
Translanguaging as an official support measure for newly arrived students in Sweden
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |