Social practices in education in Sweden regarding collaboration between bilingual mother tongue teachers and other teachers in school
(2017) Multilingual Education in Linguistically Diverse Contexts- Abstract
- In recent years, newly arrived students have been in focus in Swedish education, for example, because of the large number of asylum seekers to Sweden which has become a challenge for the Swedish school system (Swedish Schools Inspectorate, 2015). But also because of recent changes in the Education act whereby time spent in reception classes was to be reduced for newly arrived students and they shall thereby receive part of their education in regular classes right from the start of their schooling in the Swedish school (Government Bill, 2014/15). A consequence of the changed law will be that educating newly arrived students has become the responsibility of all school staff and not only for the teachers of Swedish as a second language, as... (More)
- In recent years, newly arrived students have been in focus in Swedish education, for example, because of the large number of asylum seekers to Sweden which has become a challenge for the Swedish school system (Swedish Schools Inspectorate, 2015). But also because of recent changes in the Education act whereby time spent in reception classes was to be reduced for newly arrived students and they shall thereby receive part of their education in regular classes right from the start of their schooling in the Swedish school (Government Bill, 2014/15). A consequence of the changed law will be that educating newly arrived students has become the responsibility of all school staff and not only for the teachers of Swedish as a second language, as has so often been the case. Additionally, the Board of Education has invested a lot of resources in in-service education for school staff, regarding the education of newly arrived students, from 2014 and it is still in progress. It targets a team of staff in the school and also includes mother tongue teachers (Swedish National Agency for Education, 2015). Bilingual mother tongue teachers teach the subject Mother Tongue Studies, as well as providing tutoring in the mother tongue to newly arrived students and have thus an important role in the reception of the students. These government initiatives concern all teachers and aim to support the whole school's development so that they can offer a more inclusive education for newly arrived students. This presentation focuses on the social practices of the schools regarding mother tongue teachers and their potential participation in school development and collaboration with other staff at school.
Three mother tongue teachers were followed a total of 15 days in a period of six months, to observe the opportunities for collaboration and communication in their working days. In the data, only 31 instances of interactive communication were observed, and three instances somewhat more extensive collaboration. These three instances are analyzed more closely to shed light on which factors may have played a part. Results suggest that among the significant aspects were: the place of interaction, the language, higher status of mother tongue at the school, a positive attitude in teachers involved, and interaction with an entire class and with other staff.
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https://lup.lub.lu.se/record/b99e05cf-c095-4c18-b5dd-63d8f70835c0
- author
- Granstedt, Lena and Avery, Helen LU
- organization
- publishing date
- 2017
- type
- Contribution to conference
- publication status
- published
- subject
- keywords
- teacher collaboration, mother tongue instruction, Sweden
- conference name
- Multilingual Education in Linguistically Diverse Contexts
- conference location
- Koper, Slovenia
- conference dates
- 2017-06-29 - 2017-06-30
- language
- English
- LU publication?
- yes
- id
- b99e05cf-c095-4c18-b5dd-63d8f70835c0
- date added to LUP
- 2017-06-14 13:36:19
- date last changed
- 2024-04-02 12:37:20
@misc{b99e05cf-c095-4c18-b5dd-63d8f70835c0,
abstract = {{In recent years, newly arrived students have been in focus in Swedish education, for example, because of the large number of asylum seekers to Sweden which has become a challenge for the Swedish school system (Swedish Schools Inspectorate, 2015). But also because of recent changes in the Education act whereby time spent in reception classes was to be reduced for newly arrived students and they shall thereby receive part of their education in regular classes right from the start of their schooling in the Swedish school (Government Bill, 2014/15). A consequence of the changed law will be that educating newly arrived students has become the responsibility of all school staff and not only for the teachers of Swedish as a second language, as has so often been the case. Additionally, the Board of Education has invested a lot of resources in in-service education for school staff, regarding the education of newly arrived students, from 2014 and it is still in progress. It targets a team of staff in the school and also includes mother tongue teachers (Swedish National Agency for Education, 2015). Bilingual mother tongue teachers teach the subject Mother Tongue Studies, as well as providing tutoring in the mother tongue to newly arrived students and have thus an important role in the reception of the students. These government initiatives concern all teachers and aim to support the whole school's development so that they can offer a more inclusive education for newly arrived students. This presentation focuses on the social practices of the schools regarding mother tongue teachers and their potential participation in school development and collaboration with other staff at school.<br/>Three mother tongue teachers were followed a total of 15 days in a period of six months, to observe the opportunities for collaboration and communication in their working days. In the data, only 31 instances of interactive communication were observed, and three instances somewhat more extensive collaboration. These three instances are analyzed more closely to shed light on which factors may have played a part. Results suggest that among the significant aspects were: the place of interaction, the language, higher status of mother tongue at the school, a positive attitude in teachers involved, and interaction with an entire class and with other staff.<br/>}},
author = {{Granstedt, Lena and Avery, Helen}},
keywords = {{teacher collaboration; mother tongue instruction; Sweden}},
language = {{eng}},
title = {{Social practices in education in Sweden regarding collaboration between bilingual mother tongue teachers and other teachers in school}},
year = {{2017}},
}