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At the bridging point : tutoring newly arrived students in Sweden

Avery, Helen LU (2016) In International Journal of Inclusive Education
Abstract
In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work... (More)
In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
inclusive support measures, refugee education, newly arrived students, teacher collaboration, tutoring, studiehandledning på modersmålet, nyanlända elever, inkluderande stödåtgärder, lärares samarbete, organisation av stödåtgärder
in
International Journal of Inclusive Education
pages
12 pages
publisher
Taylor & Francis
external identifiers
  • scopus:84976430901
ISSN
1360-3116
DOI
10.1080/13603116.2016.1197325
language
English
LU publication?
yes
id
f1d8a059-cbb6-4f08-a01b-8a681ccc534c
date added to LUP
2016-12-27 18:03:00
date last changed
2017-01-01 08:44:26
@article{f1d8a059-cbb6-4f08-a01b-8a681ccc534c,
  abstract     = {In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.},
  author       = {Avery, Helen},
  issn         = {1360-3116},
  keyword      = {inclusive support measures,refugee education,newly arrived students,teacher collaboration,tutoring,studiehandledning på modersmålet,nyanlända elever,inkluderande stödåtgärder,lärares samarbete,organisation av stödåtgärder},
  language     = {eng},
  pages        = {12},
  publisher    = {Taylor & Francis},
  series       = {International Journal of Inclusive Education},
  title        = {At the bridging point : tutoring newly arrived students in Sweden},
  url          = {http://dx.doi.org/10.1080/13603116.2016.1197325},
  year         = {2016},
}