Aim of the project is to develop knowledge of introductory program courses to promote newly arrived girls 'and boys' language development, learning and conditions for incorporation into national upper secondary school programs. What form of teaching and content do promote newcomers' ability to successfully incorporate into national upper secondary school, in which way the training builds on young people's prior knowledge and what knowledge and skills that are selected for teaching are questions asked.
Education is a fundamental resource for adolescents and young adults’ future establishment in the labor market and participation in society. The Swedish school system is therefore a challenge in creating teaching with an organization and a content which promotes young newcomers integration and success in the Swedish school system. Asylum seekers young people have the right to education in secondary schools if they start their education before the age of 18 years. In this context, there is the introduction program "Language Introduction" with the aim to give young people who have recently arrived in Sweden an education that allows them to go on to secondary school national programs or other training in Sweden.
Ryan et al (1988), three types of substrates and methods are used in the analysis. They deal with the analysis of documents, observations and ethnographic studies of the use and treatment of language, analysis of interviews and questionnaires for the direct measurement and analysis of subconscious attitudes by indirect measurements.
Research (Kramsch, 2008, 2009) shows that multilingual speakers do not keep their languages apart when they are operating in multilingual and multicultural environments. Multilingual individuals have in place the ability to select a language, designated a symbolic skills (a.a). Children and young people develop their language skills by means of both teaching and when they socialize with peers who speak the language or languages to be developed (Cummins, 2006; Cummins, 2007; Cummins & Schecter, 2003). Four factors are highlighted as basic (Axelsson, 2013) when it comes to multilingual children the opportunity to develop thinking and learning. One factor is a socially and culturally supportive environment, a different language development in both the native language and in the other language, a third is the development of school subjects and the fourth factor is cognitive development that is strongly linked to the other three factors.
The study is conducted as action research in the form of classroom observations, group and individual interviews with newly arrived young people involved in induction programs or national programs, IMS, and upper secondary school teachers in the same program. Ethical Review is approved when it comes to interviews with IMS pupils and students have signed consent forms. All participating teachers have been verbally have given authorization. The collected material is anonymized and reported confidentially. Thus it follows VR's (2002) research ethics.
The interviews indicate that teachers in their teaching systematically are trying to take advantage of students 'prior knowledge and experience of teaching. It appears that students work in language groups to solve problems and that they both do individual and group presentations in class. It also appears that the guardians / parents / trustee and accommodation personnel staff will help with homework.
Newly arrived, introductory program, upper secondary school, language and knowledge development.
Translanguaging – researchers and practitioners in dialogue, Örebro University, Sweden, 28-29 March, 2017