lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teaching in the 'edgelands' of the school day: The organisation of Mother Tongue Studies in a highly diverse Swedish primary school
Jönköping University.
2015 (English)In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 7, no 2, p. 239-254Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2015. Vol. 7, no 2, p. 239-254
Keywords [en]
mother tongue instruction, Sweden, teacher collaboration, minority languages
National Category
Languages and Literature Educational Sciences International Migration and Ethnic Relations
Research subject
Humanities; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-73391DOI: 10.1177/1757743815586523OAI: oai:DiVA.org:lnu-73391DiVA, id: diva2:1200310
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2018-04-24Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Avery, Helen

Search in DiVA

By author/editor
Avery, Helen
In the same journal
Power and Education
Languages and LiteratureEducational SciencesInternational Migration and Ethnic Relations

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 29 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf