The attitudes of SFI-teachers and their importance for the integration of immigrants : A phenomenological study in the context of introductory programmes in Sweden
(2005)Department of Psychology
- Abstract
- The aim of this phenomenological study was to explore what role teachers at introductory programmes (SFI-schools) play in the integration of immigrants, how the teachers experience their work and what they feel about the situation in which their students, the immigrants, are. To what extent and in what way do the teachers contribute to facilitating the integration of the immigrant students?
The study was conducted at two different schools, Lernia and Världens Hus (n=17), located in Malmö, Sweden. An open question was used and the self-reports were analyzed with MCA-Minerva (Meaning Construction Analysis).
The result showed that teachers at both schools speak about an existing gap between the Swedish society and the immigrants and it is... (More) - The aim of this phenomenological study was to explore what role teachers at introductory programmes (SFI-schools) play in the integration of immigrants, how the teachers experience their work and what they feel about the situation in which their students, the immigrants, are. To what extent and in what way do the teachers contribute to facilitating the integration of the immigrant students?
The study was conducted at two different schools, Lernia and Världens Hus (n=17), located in Malmö, Sweden. An open question was used and the self-reports were analyzed with MCA-Minerva (Meaning Construction Analysis).
The result showed that teachers at both schools speak about an existing gap between the Swedish society and the immigrants and it is evident that introductory programmes can serve as a bridge connecting the two. Several interesting questions and issues about introductory programmes and integration have arisen during our study, which can lead to further research in the field of acculturation. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1333469
- author
- Håkansson, Louise and Warnstam, Maja
- supervisor
- organization
- year
- 2005
- type
- M2 - Bachelor Degree
- subject
- keywords
- invandrare, integration, lärarrollen, språkundervisning, acculturation, SFI-teacher, introductory programmes, immigrants, host society, Psychology, Psykologi
- language
- English
- id
- 1333469
- date added to LUP
- 2005-03-04 00:00:00
- date last changed
- 2005-03-04 00:00:00
@misc{1333469,
abstract = {{The aim of this phenomenological study was to explore what role teachers at introductory programmes (SFI-schools) play in the integration of immigrants, how the teachers experience their work and what they feel about the situation in which their students, the immigrants, are. To what extent and in what way do the teachers contribute to facilitating the integration of the immigrant students?
The study was conducted at two different schools, Lernia and Världens Hus (n=17), located in Malmö, Sweden. An open question was used and the self-reports were analyzed with MCA-Minerva (Meaning Construction Analysis).
The result showed that teachers at both schools speak about an existing gap between the Swedish society and the immigrants and it is evident that introductory programmes can serve as a bridge connecting the two. Several interesting questions and issues about introductory programmes and integration have arisen during our study, which can lead to further research in the field of acculturation.}},
author = {{Håkansson, Louise and Warnstam, Maja}},
language = {{eng}},
note = {{Student Paper}},
title = {{The attitudes of SFI-teachers and their importance for the integration of immigrants : A phenomenological study in the context of introductory programmes in Sweden}},
year = {{2005}},
}