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How teachers work to include newly arrived students in the English classroom

By Anna Berglund and Jessica Emgård

Abstract

Over the recent years, global migration flows have brought increasing numbers of immigrating children to Swedish schools and this has, in turn, generated attention to questions regarding inclusive education. This case study aims to investigate how experienced teachers meet the needs of newly arrived students in the English classroom. The study is conducted at a primary school (grade F-6), located in a middle-sized town in southern Sweden, where 98% of the students have an immigrant background. This study is based on semi-structured interviews with three teachers and the principal of the school. We perceive that this is a school where inclusion seems to work quite well and by conducting this study we want to shed light on seemingly functional working methods. This study also investigates possibilities and challenges that teachers might face in the English classroom

Topics: Newly arrived students, Language development, English teaching, Pedagogical support, Genre pedagogy, Culture, Inclusive education
Publisher: Malmö högskola/Lärande och samhälle
Year: 2017
OAI identifier: oai:muep.mau.se:2043/23076
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