Teaching in the 'Edgelands' of the School Day: the Organisation of Mother Tongue Studies in a Highly Diverse Swedish Primary School

Autor/in	Avery, Helen
Titel	Teaching in the 'Edgelands' of the School Day: the Organisation of Mother Tongue Studies in a Highly Diverse Swedish Primary School
Quelle	In: Power and Education, 7 (2015) 2, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743815586523
Schlagwörter	Immigrants; Teaching Methods; Native Language Instruction; Urban Schools; Teacher Attitudes; Administrator Attitudes; Classroom Communication; Inclusion; Educational Attainment; Second Language Learning; Elementary School Students; Elementary School Teachers; Stress Variables; Peer Relationship; Scheduling; Swedish; Work Environment; Resource Allocation; Sweden + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Native language education; Muttersprachlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Klassengespräch; Inklusion; Bildungsabschluss; Bildungsgut; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Disposition; Schwedisch; Arbeitsmilieu; Ressourcenallokation; Schweden
Abstract	To promote attainment and inclusion, Sweden offers tuition in migrant pupils' mother tongues as a regular school subject. However, the formulation of learning aims is problematic, and resources allocated to the subject do not correspond to ambitions expressed in steering documents. This case study presents an analysis of the organization of Mother Tongue Studies at a highly diverse urban primary school, based on interviews with teachers and head teachers. The practical organization of Mother Tongue Tuition affects how mother tongue teachers and pupils are perceived, but also potentially provides opportunities for empowerment and educational development. Results indicate that in the investigated case, such opportunities are not exploited, placing mother tongue teachers in a state of continuous structural stress, while limiting the forms their teaching relationships can take. Additionally, scheduling the school subject Mother Tongue Studies at the 'edgelands' of the school day contributed to further marginalizing languages taught as mother tongue and minimized interaction with class teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01