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.

Ett ovanförperspektiv avseende kartläggningen av nyanlända elevers behov präglar det svenska samhället och skolsystem. Detta leder således till en indelning av elever i språkintroducerande förberedelseklasser som separeras från elever från ordinarie klasser vilket försvårar integrering. Syftet med denna studie är att fånga aktörens perspektiv genom en så kallad narrativ identitetsanalys som ämnar att undersöka hur 7 elever som läser Språkintroduktion på en gymnasieskola i Stockholm presenterar sina identiteter i deras berättelser om sin skolsituation. Detta har genomförts med hjälp av livshistorieintervjuer om elevernas erfarenheter och tolkningar av händelser på skolan. Berättelser rörande bytet av skolsystem, möte med klassen samt framtidsförhoppningar har presenterats på olika sätt av eleverna. De mest framträdande berättelserna utgörs av ontologiska berättelser som bygger på individens subjektiva upplevelser och självbild, offentliga berättelser om integration samt konceptuella berättelser om rasism. Eleverna skildrar en likställd bild av lärarnas och elevernas roller på skolan, en samhörighet med sina klasskamrater, kamp om erkännande från de andra eleverna och makthavarna på skolan, samt ett lyckligt avslut i sina berättelser om framtiden vilka beror på deras uppfattningar av sig själva. Det lyckliga slutet skildrar således en ovisshet om framtiden där en osäkerhet avseende den genomgående kampen om erkännande framgår. / An overarching perspective regarding the mapping of newly arrived pupils's needs characterizes the Swedish society and school system. This leads to a breakdown of pupils in so-called “Language Introductory Preparation Classes” which separates newly arrived pupils from pupils in ordinary classes and complicates integration. The purpose of this study is to capture the pupils`s perspective through a so-called narrative identity analysis aimed to investigate how 7 pupils from a Language Introduction- class at a high school in Stockholm, Sweden present their identities through their stories about their school situation. This has been implemented using interviews about the pupils' experiences and interpretations of events that has taken place at their school and class. Stories regarding the change of school system, the meeting with the class and future hopes have been presented in different ways by the students. The most prominent stories consist of ontological narratives based on the individual's subjective experiences and self-image, public stories about integration, and conceptual stories about racism. The students portray a similar picture of the roles of teachers and students at the school, a community with their fellow classmates, a struggle for recognition from the other students and the rulers of the school, as well as a hope for a happy ending and a resolution of the fight for recognition. The happy end also depicts an uncertainty about the future where an uncertainty regarding the ongoing struggle for recognition appears.

Reception of newly arrived students - an interview study on inclusionThe increased number of newly arrived pupils put the Swedish school under pressure. Previous research shows various organizational models and highlights the difficulty with inclusion. The purpose of my study is to investigate how the inclusion of newly arrived pupils that take place, based on their different organizational models and in witch way inclusion take place. The empirical material consists with interviews. The study results show that there are advantages to the preparation of class and how inclusion can be remedied. The study is viewed from the teachers' perspective. Furthermore, the result shows that the teachers' attitude, competence and, above all, the relationship with the students is crucial for creating an inclusive education. It is up to the schools themselves to decide which organizational model should be applied. For further research, a research interest that focus on examining newly arrived pupils' perspectives, about the preparation classes has been developed.

Syftet med uppsatsen är att belysa och analysera hur nyanlända ungdomar beskriver sina upplevelser av att börja om i en ny skola, i ett nytt land. Uppsatsen handlar om att förklara och belysa flyktingungdomars upplevelser av att börja om i ny skola och lära sig ett nytt språk och skaffa nya vänner och vad denna utmaning innebär. Med uppsatsen vill jag belysa språket och skolans betydelse för nyanlända elevers delaktighet. Min studie är baserad på kvalitativa metoder och jag har genomfört kvalitativa intervjuer med sex deltagare som har erfarenheter av att vara en nyanländ elev. Analysen av studien gjordes med IPA (Interpretative phenomenological analysis). IPA är en kombination mellan fenomenologi och hermeneutik. Teoretiska utgångspunkter är den sociokulturella teorin och postkolonial teori. Med sociokulturell teori analyserar jag delaktighetens och gemenskapens betydelse för lärandeprocessen bland nyanlända elever. Jag använder postkolonial teori för att analysera den postkoloniala ordningen i vår nutida skola. Jag har kommit fram till att nyanlända elever står inför en svår utmaning när de börjar skolan. Deltagarna upplevde att det var svårt att skaffa vänner, lära sig ett nytt språk och bli en del av samhället. Deltagarna upplevde både delaktighet och utanförskap i skolan och de har blivit utsatta för kränkning, stigmatisering och mobbning. Skolan hade en viktig roll i nyanlända elevers liv, speciellt under de första åren i Sverige eftersom nyanlända träffade jämnåriga och nya människor i skolan. Svenska språket är ett krav för att nyanlända ska klara sig och bli delaktiga i skolan. Det kräver lång tid för nyanlända elever att bli accepterade i skolan, lära sig ett nytt språk och anpassa sig till det nya landet. / The aim of this study is to illuminate and analyze how newly arrived adolescents describe their experiences of starting over in a new school, in a new land. The essay will explain and illuminate the refugee adolescents’ experiences of starting over in a new school and learn a new language and make new friends and what this challenge mean for them. The essay describes the language- and the school's impact on newly arrived students’ participation. My study is based on qualitative methods, based on interviews with six individuals who have the experience of being a newly arrived student. The analysis of the study was made with IPA (Interpretative phenomenological analysis). IPA is a combination of phenomenology and hermeneutic perspective. Theoretical premises are the socio-cultural theory and postcolonial theory. With socio-cultural theory I explain and analyze the participation and community importance for the learning process among newly arrived students. I use postcolonial theory to analyze the post-colonial order in our current school. I have found that newly arrived students are facing a difficult challenge when they start school. The participants experienced that it was difficult to make friends, learn a new language and become part of the community. The participants experienced both inclusion and exclusion in school and they have been exposed to violations, stigmatization and bullying. The school had an important role in the newly arrivals' lives, especially during the first years in Sweden because in school they meet peers and new people. Swedish language is a requirement for new arrivals so they will cope with life and get involved in school. It takes a long time for newly arrived students to be accepted in school, learn a new language and adapt to the new country.

This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes). Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p> / Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools

This aim of this study is to compare and contrast two textbooks in Swedish as a second language. The main focus is on textbooks written for newly arrived students in primary school. The aim is to see if, and how, written text and pictures worked together to provide opportunities for learning and understanding for the students. Two books were chosen, one published in 1996, Svenskbiten A1 and one from 2020 Mitt i språket A. A multimodal analysis of chosen extracts is made. The texts are discussed from a social semiotic theoretical point of view. Meaning-making according to the ideationell meta-function is one aspect from the social semiotic point theory that is used to examine the textbooks. The result from the analysis is that the two textbooks have a lot of similarities, which was expected since they have the same purpose and the same book publisher. One difference found is that the older textbook is more passive, and more repetitive than the newer book. The newer textbook contains more dialogue and contact with the reader. It is not possible to say if one of the textbooks are better than the other, it depends on the purpose of the teacher using them.

Today, quality reviews of education for newly arrived students show major deficiencies in the Swedish school system. The newly arrived students do not get equal opportunities to achieve goals as other students in the classroom. Thus, an intervention study has started at two primary schools in central Sweden, where the purpose is to investigate whether cooperative methods can benefit students' participation and vocabulary learning in Swedish teaching. Therefore, the questions in this study are “in what ways can cooperative learning contribute to the participation of newly arrived students in Swedish teaching?” and “does cooperative learning have any visible effect on newly arrived students' vocabulary learning in Swedish?”. To answer the study questions a qualitative research method was conducted, with structured classroom observations, in two different primary schools. The participants in the study werefive newly arrived students in fourth and sixth grade. The results were analyzed using three theories, such as social constructivism, a participation model and vocabulary learning as a theoretical concept.   The analysis of the results showed that there are several advantages for the newly arrived students' communicative and linguistic development in cooperative learning, at the same time as it opens up for an increased participation in Swedish lessons. Didactically, the results of the study imply that the work with cooperative teaching methods leads to a progression in vocabulary learning and participation. This can be modeled in different ways, by grouping the newly arrived students in mixed groups or with other newly arrived students. What is further made visible in the study is that the newly arrived students are more active and involved when they are allowed to work and use the language in playful environments.

Det här är en kvalitativ studie som riktar in sig på rektorers uppfattning av sin roll i skolansarbete i samband med inkludering av nyanlända elever. Studien har en kvalitativ ansats ochhar en grundad teori som metod och empirin har samlats in med semistrukturerade intervjuer.Studiens tidigare forskning lyfter fram både nationella och internationellainkluderingsmodeller. Varje inkluderingsmodell har sina för- och nackdelar när det gäller hurnyanlända elever inkluderas på skolan. Idag finns två inkluderingsmodeller som är vanligast iSverige, antingen att nyanlända elever placeras direkt i en skolklass eller i enförberedelseklass. När det gäller skolans arbete i samband med inkludering av nyanländaelever har rektorn en central roll. Rektorns roll är komplex vilket visar sig i studiens resultat,framför allt i arbetet med att ge nyanlända elever rätt stöd. En slutsats som dras i den härstudien är att skolor kanske i större utsträckning borde använda sig av inkluderingsmodellenförberedelseklass för att kunna ge nyanlända elever rätt stöd. / This is a qualitative study that focuses on principals' perception of their role in the school'swork in the inclusion of newly arrived students. The study has a qualitative approach and hasa grounded theory that method and empirical have been collected with semi-structuredinterviews. The study's previous research highlights both national and international inclusionmodels. Each inclusion model has its pros and cons when it comes to how newly arrivedstudents are included at the school. Today, there are two inclusion models that are mostcommon in Sweden, either that newly arrived students are placed directly in a school class orin a preparation class. When it comes to the school's work in the inclusion of newly arrivedstudents, the principal has a central role. The principal's role is complex, as shown in thestudy's results, especially in the work to provide new arrivals with the right support. Oneconclusion drawn in this study is that schools should perhaps make greater use of theinclusion model preparation class in order to provide new arrivals with the right support.

Syftet med studien är att ta reda på vilka strategier lärare använder för att främja nyanlända elevers svenska språkutveckling i svenskundervisningen samt vilka utmaningar de möter på vägen. För att uppnå detta har empiriskt material samlats in och undersökts efter förslaget om ett kvalitativt förhållningssätt till semistrukturerade intervjuer av Bryman (2018). Studien bygger på sociokulturell teori, som utgår från att elever lär sig genom interaktion och kommunikation med andra. Slutsatsen utifrån studiens resultat är att lärarna är överens om att det är viktigt med en varierad undervisning och varierat material för att möta elevernas individuella behov och förutsättningar. Resultatet av analysen visar att samarbete mellan lärare, studievägledare och speciallärare är av stor vikt för att hjälpa eleverna lyckas i skolan. Detta samarbete kan bidra till att skapa en mer stödjande och sammanhållen lärandemiljö för eleverna. Det har visat sig att de förkunskaper och erfarenheter som eleverna bär med sig i form av exempelvis familjebakgrund och relation till sitt modersmål är några av de faktorer som påverkar språkutvecklingen. Dessutom är ett gott samarbete mellan hem och skola viktigt för att eleverna ska kunna följas upp och utvecklas. / The aim of this study is to find out which strategies and methods teachers use to promote newly arrived students' Swedish language development in Swedish education. To achieve this, empirical material has been collected and investigated following the suggestion of a qualitative approach to semi-structured interviews by Bryman (2018). The study is based on sociocultural theory, which explains how students stipulates that learn through interaction and communication with others. Based om the study’s results, the conclusion is that teachers agree that it is important to have varied teaching methods and materials to meet the individual needs and conditions of students. The analysis of the results shows that collaboration between teachers, study counselors, and special education teachers is crucial in helping students succeed in school. This collaboration can contribute to creating a more supportive and cohesive learning environment for students. It has been shown that the prior knowledge and experiences that students bring with them, such as family background and relationship to their mother tongue, are some of the factors that impact language development. Furthermore, a good collaboration between home and school is also important for students to be able to be followed up and develop.

Introduction: Study supervision in the mother tongue aims to support newly arrived and multilingual students in primary and secondary school, where study supervisors and teachers work together for the learning and development of newly arrived and multilingual students. Despite the importance of study supervision, collaboration between study supervisors and teachers was described as not functioning in several researches. That study focuses on investigating which basic mechanisms explain the collaboration between study supervisors and teachers. Purpose: The purpose of the study is, by using critical realism as an approach, to explain the collaboration between study supervisors and teachers in the teaching of multilingual Arabic-speaking students in 5 municipalities from the perspective of study supervisors, to explain which mechanisms make the cooperation possible. Method: The study used a qualitative method based on qualitative interviews. The analysis used qualitative content analysis with critical realism as an approach. Results: The results of the study constitute the following mechanisms for cooperation between study supervisors and teachers, structuring and organization of study supervision, 1)- The study supervisor's experience with teachers' planning, 2)- Experience and knowledge of study supervision, and 3)- Time and place. These results can be helpful in practice to improve cooperation between study supervisors and teachers, by structuring and organizing study supervision via school, study supervisors and teachers get better conditions in cooperation around multilingual students, and provide the opportunity to improve communication between study supervisors and teachers where both work in the same place, as well as making time for continuous collaboration. / Inledning: Studiehandledning på modersmål syftar till att stödja nyanlända och flerspråkiga elever i grundskolan och gymnasiet, där samverkar studiehandledare och lärare för nyanlända och flerspråkiga elevers lärande och utveckling. Trots vikten av studiehandledning beskrevs samverkan mellan studiehandledare och lärare icke fungerande i flera forskningar. Den studien har fokus att undersöka vilka grundläggande mekanismer som karaktäriserar samverkan mellan studiehandledare och lärare. Syfte: Studiens syfte är genom att använda kritisk realism som ansats förklarar samverkan mellan studiehandledare och lärare i undervisningen för flerspråkiga arabisktalande elever i fem kommuner utifrån studiehandledares perspektiv, för att förklara vilka mekanismer som gör samverkan möjlig. Metod: I studien användes kvalitativ metod som baserade på kvalitativa intervjuer. I analysen användes kvalitativ innehållsanalys med kritiska realism som ansats. Resultat: I studiens resultat konstituerar följande tre mekanismer samverkan mellan studiehandledare och lärare 1) Strukturering och organisering av studiehandledning, 2) Studiehandledarens uppfattning om lärares planering, erfarenhet och kunskap kring studiehandledning, 3) Studiehandledarens kännedom om eleverna, tid och plats. Dessa resultat kan vara till hjälp i praktiken för att förbättra samverkan mellan studiehandledare och lärare, genom att strukturera och organisera studiehandledning via skola får studiehandledare och lärare bättre förutsättning i samverkan kring flerspråkiga elever, och ger möjlighet att förbättra kommunikationen mellan studiehandledare och lärare där arbetar båda på samma plats, samt att lägga tid för kontinuerlig samverkan. / <p>Godkännande datum: 2022-08-29</p>