Inledning: Antalet nyanlända flyktingar ökade kraftigt i Sverige efter den stora flyktingströmmen 2015. Arbetsförmedlingen är den myndighet, som sedan etableringsreformen togs i kraft 2010, är ansvariga för att tillsammans med den nyanlända flyktingen, myndigheter, företag och organisationer skapa en etableringsplan. Uppdraget syftar till att hjälpa nyanlända flyktingar till att så snabbt som möjligt lära sig svenska språket och hitta ett arbete för att klara sin försörjning. Antalet sysselsatta nyanlända flyktingarna i etableringsuppdraget var år 2016 endast 5 %. Tidigare forskning och den politiska debatten visar på vikten av sysselsättning för att minska utvecklingen av ett segregerat svenskt samhälle. Syfte: Studien undersöker dels arbetsgivares upplevelser och inställning till integration av nyanlända flyktingar genom arbete, dels arbetsgivares erfarenheter och möjligheter till rekrytering av nyanlända flyktingar. Metod: Studien är gjord med en kvalitativ forskningsmetod med abduktiv forskningsansats. Forskningsprocessen är av hermeneutiskt slag där helheten och kontexten utgörs av lagar och insatser i det svenska samhället, tillsammans med intervjuer med Arbetsförmedlingen och Svenskt Näringsliv. De undersökta delarna utgörs i studien av 16 intervjuer med arbetsgivare från privata företag. Slutsats: Det teoretiska bidrag studien gör är att arbetsgivare upplever att insatser och möjligheter till rekryteringsbeslut som leder till integration av nyanlända flyktingar är starkt beroende av arbetsgivarens personliga intresse. Detta efter att studiens visat att den ekonomiska nytta rekrytering av nyanlända flyktingar ger för företag inte avgör rekryteringsbeslutet. Enligt studien är det den sociala nyttan som avgör om en arbetsgivare vid ett rekryteringsbeslut aktivt väljer att integrera en nyanländ flykting genom arbete. Det leder till att studiens praktiska bidrag är att Arbetsförmedlingens fokus på ekonomisk nytta bör kompletteras med resurser till att framhäva den sociala nytta integration av nyanlända flyktingar genom arbete leder till. / Introduction: The number of newly arrived refugees increased rapidly in Sweden after the major arrival of refugees in 2015. Arbetsförmedlingen, the Swedish public employment office, is since 2010 the responsible authority to create an introduction plan together with the newly arrived refugee, authorities, companies and organizations. The establishment mission aim to help newly arrived refugees to learn the Swedish language, and to find a job as quickly as possible to be able to meet economic needs. The number of employed newly arrived refugees in the introduction plan was 5 % in the year of 2016. Earlier research and the political debate show the importance of employment in order to reduce segregation in the Swedish society. Purpose: The study partly examines employers' attitude and experiences of integration of newly arrived refugees through work, and partly examines employers' experiences and opportunities for recruitment of newly arrived refugees. Method: The study is made with a qualitative research method with abductive approach. The research process is a hermeneutical process, in which the context consisted of laws and actions from the Swedish society, together with interviews with Arbetsförmedlingen and Svenskt Näringsliv. The investigated parts in the study are created by 16 interviews with employers in private companies. Conclusion: The theoretical contribution of the study is that employers experience that efforts and opportunities for recruitment decisions that leads to integration of newly arrived refugees are strongly dependent on the employer's personal interest. This means the economic utility that newly arrived refugees gives to the company is not what determines the recruitment decision. According to the study, social utility is what determine that an employer in a recruitment decision actively chooses to integrate newly arrived refugees through work. This means that the practical contribution of the study is that Arbetsförmedlingen ́s focus on economic utility should be supplemented with resources to emphasize the social utility of integration of newly arrived refugees in Sweden through work for.

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

Bakgrund: Antalet nyanlända barn och ungdomar har stadigt ökat i Sverige under åren 2000 till 2015 och har därefter minskat. Även om antalet nyanlända har minskat har de inte haft och har inte tillgång till hälso- och sjukvård i samma utsträckning som svenskfödda barn och ungdomar. Elevhälsan är en samhällsfunktion där skolsköterskans hälsofrämjande arbete är en viktig del i att främja nyanlända elevers hälsa. Syfte: Att beskriva skolsköterskors upplevelse av att arbeta hälsofrämjande med nyanlända elever i skolan. Metod: Studien genomfördes med en kvalitativ metod med en fenomenologisk ansats, där fem skolsköterskor intervjuades. Datamaterialet analyserades enligt innebördsanalys. Resultat: Resultatet består av fyra innebördsteman; förståelse för nyanlända elevers livsvillkor, känslan av meningsfullhet i enskilda möten, känslor av otillräcklighet skapar frustration samt viljan att göra mer för elever. Slutsats: Skolsköterskorna upplever sitt arbete meningsfullt och de har en förståelse för elevers livssituation och livsvillkor. Brist på resurser skapar frustration hos skolsköterskorna men det finns även en glädje och stolthet för det arbetet de utför. / Background: The number of newly arrived children and young people has steadily in-creased in Sweden from 2000 until 2015 and has subsequently declined. Although the num-ber of new arrivals has decreased, they have not had and do not have access to health care to the same extent as Swedish-born children and adolescents. Student health is a social function in which the school nurse's health promotion work is an important part of promoting newly arrived students' health. Aim: To describe the school nurses' experience of working with health promotion with newly arrived students. Method: The study was conducted using a qualitative method with a phenomenological approach, in which five school nurses were interviewed. The data was analyzed by means of descriptive meaning analysis. Results: The results of the analysis are four themes; understanding the newly arrived student's life conditions, the sense of meaningfulness in individual meetings, feelings of inadequacy create frustration, and the desire to do more for the students. Conclusion: The school nurses experience their work as being meaningful and they have an understanding of the students' life situations and living conditions. Lack of resources creates frustration among the school nurses, but there is also joy and pride in the work they do.

I skolan ställs mycket höga förväntningar på nyanlända elever, då de förväntas lära det svenska språket parallellt med ämneskunskaper. Många lärare saknar dock kompetens i hur de ska främja nyanlända elever språk- och kunskapsutveckling. Därför syftar studien till att bidra med kunskap om hur undervisningen i So-ämnena kan organiseras för nyanlända elever i årskurs 4–6. Det görs genom att undersöka vilka undervisningsfaktorer lärare uppfattar gynna nyanlända elevers kunskapsutveckling inom So-ämnena samt på vilka sätt lärande möjliggörs för nyanlända elever inom So-ämnena. Skoldidaktisk teori och sociokulturell teori utgör studiens teoretiska ramverk. Data har samlats in genom kvalitativa intervjuer med fem lärare. All insamlade data har därefter analyserats tematiskt och sammanställts i matriser utefter likheter och skillnader. Bearbetningen och analysen resulterade i att fem huvudsakliga teman fanns; involverade professioner och verksamheter, språklig medvetenhets inverkan, det sociala samspelets betydelse, användning av translanguaging samt interkulturellt perspektiv. Respektive tema delades in i subteman för att konkretisera innebörden av resultatet. Lärarnas uppfattningar skiljde sig en del åt men de främsta likheterna som framträdde var att de uppfattade studiehandledning på modersmålet som en viktig resurs för att främja nyanlända elevers kunskapsutveckling och för att synliggöra elevernas kunskaper. Bildstöd nämndes som ett bra stöd för att bearbeta ämnesinnehåll. Det beskrevs som viktigt att vara observant på både ämnesspecifika begrepp och vardagsspråk som de nyanlända eleverna inte kan samt att vara observant vid olika gruppkonstellationer då nyanlända elever i heterogena grupper sällan är speciellt delaktiga. Filmer på modersmålet och användning av inläsningstjänst beskrevs som framgångsrika hjälpmedel för nyanlända elevers kunskapsutveckling i So-ämnena. Avslutningsvis beskrivs att lärare måste ha kunskap om vad som är gynnande för nyanlända elevers kunskapsutveckling samt vilka redskap och hjälpmedel som finns för att nyanlända elever ska utveckla sina So-kunskaper så mycket som möjligt. / There are high expectations on newly arrived pupils in school. They are supposed to develop both language and subject knowledge at the same time. This despite teachers lacking competence in how to promote newly arrived pupils’ development in language and subject knowledge at the same time. Because of this, the aim of this study is to contribute with knowledge about how to organize the teaching in the social orientated subjects for newly arrived pupils in 4th-6th grade. This is done by answering the following questions: Which factors in the teaching do teachers perceive promoting for newly arrived pupils developing their knowledge in the social orientated subjects? And in what ways is learning in the social orientated subjects made possible for newly arrived students? A school didactic theory and sociocultural theory form the theoretical framework of the study. Data has been collected by qualitative interviews with five teachers. All the collected data has been thematically analyzed and put together in matrices based on similarities and differences. The processing and analysis resulted in five head themes: professions and functions involved, the impact of linguistic awareness, the importance of social interaction, use of translanguaging and intercultural perspective. Each theme was divided into subthemes to concretize the meaning of the result. The teachers’ perception differed, but the most common similarity was that they perceived study guidance in the mother tongue as a useful resource to promote newly arrived pupils’ knowledge and to make the pupils’ knowledge more visible. Support from images was mentioned as great for processing content in the subject. It was described as important to be aware of both words, specific for the subject, and more ordinary words, used in the daily talk, that the newly arrived pupils are not aware of. Another factor mentioned to be aware of was group structures. This because newly arrived pupils attend to not be involved in heterogeneous groups. Films in the mother tongue and the use of Inläsningstjänst was described as successful tools for newly arrived pupils to increase their knowledge in the social orientated subjects. Lastly the importance of subject teachers’ knowledge about how to increase newly arrived pupils’ knowledge and about available resources are mentioned.

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.

No description available.

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.

Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. Utbildningen på Språkintroduktion har en tyngdpunkt på svenska språket samt andra ämnen som eleverna har behov av att studera. Sålunda ska undervisningen organiseras utifrån varje elevs förutsättningar och behov. Studien bygger på intervjuer med språkintroduktionselever. Analysen fokuserar följaktligen 22 elevers berättade erfarenheter av att vara elever på Språkintroduktion. Elevernas berättelser blir ett sätt att förstå hur deras erfarenheter av programmet flätas samman med tidigare skol- och arbetslivserfarenheter liksom med tankar om framtiden. I resultaten presenteras tre teman som framträder i berättelserna.  Det första temat gäller samtliga elever och behandlar erfarenheten av att inte kunna svenska. Det andra temat innefattar vissa elever och synliggör två elevidentiteter som särskilt framträder. Den första av dem handlar om att gå från att vara en högpresterande elev till att vara nybörjare och den andra om att gå från att vara en elev med kort eller ingen skolbakgrund till att äntligen vara elev. Slutligen handlar det tredje temat om hur Språkintroduktion tar form som ett mellanrum.

The aim of this study is to examine the Swedish social orientation law. The question that we seek to answer is “how the social communicators interpret the social orientation law?” The findings in this study are based on a qualitative method of semi-structured interviews and the study participants are six social communicators from six different municipalities. The data that we gathered was analyzed by Jurgen Habermas perspective of lifeworld and system. The main findings show that the nonspecific character of the social orientation law made the social communicator’s interpretation of the law highly subjective. With the use of Habermas, we interpreted this as a colonization of the system made by the lifeworld. Other findings show that the social communicators felt that they had too much of a scope in the shaping of the social orientation law and that they in many cases used their own past experiences as immigrants as a tool when teaching. At the same time, they felt that the role as a social communicator was not well defined and because of this they were not sure of what their work duties were. We hope that the findings in this study show that the lax approach that the Swedish government has had with the integration policy, may need some changes in the form of stronger directives.

This study has a multicultural and intercultural orientation. The aim of the study is to investigate the thoughts and experiences of newly arrived Afghan pupils in encountering history and cultural heritage in Sweden. The study is therefore based on a student ́s perspective. Interviews used as a method that are of a qualitative nature. It is a type of group interview, called focus interviews. The method allows the participants ́ collective and shared thoughts, feelings and experiences to be expressed. The material of the essay consists of recorded interviews with two student groups, primary school students and high school students. The theoretical concepts that used are historical consciousness, use of history and historical culture. The result shows that it is not easy for youths to live according to the norms and values of the new society. Learning about the country ́s history and culture becomes possible by knowing the language. In the light of their experiences from their homeland they appreciate diversity and freedom of religion. For these young people history is an important and exciting subject, but it becomes more interesting if it is about their original country and history. During the study it became obvious that the pupils belong to the folk group of hazara. The older generation had a crucial role in their historical culture to tell their children about a unique history: discrimination, persecution and genocide of hazara people. The collective story is reinforced and communicated through the new generation. The history of the genocide that exists in the world of youths is very significant for the hazara people ́s identity and community. / Den föreliggande undersökningen har en mångkulturell och interkulturell inriktning. Syftet med studien är att undersöka nyanlända afghanska elevers tankar och upplevelser i mötet med historia och kulturarv i Sverige. Som metod används intervju som är av kvalitativ karaktär. Den typ av intervju som används kallas för fokusgruppsintervju. Metoden låter deltagarnas kollektiva och gemensamma tankar, känslor och erfarenheter att komma till uttryck. Uppsatsens material utgörs av inspelade intervjuer med två elevgrupper, grundskoleelever respektive gymnasieelever. Studiens teoretiska begrepp är Historiemedvetande, historiebruk och historiekultur. Av resultatet framgår det att det inte är lätt för ungdomarna att leva enligt det nya samhällets normer och värderingar. Att lära sig om landets historia och kultur blir möjligt genom att behärska språket. Mot bakgrunden av sina erfarenheter från hemlandet uppskattar de mångfalden och religionsfriheten. För ungdomarna är historia ett viktigt och spännande ämne men det blir mer intressant om det handlar om deras ursprungliga land och historia. Under undersökningen blev det tydligt att eleverna tillhör folkgruppen hazara. Den äldre generationen hade en avgörande roll i sin historiekultur att berätta för sina barn om en unik historia: diskriminering, förföljelse och folkmord mot hazarer. Den kollektiva berättelsen förstärks och förmedlas genom den nya generationen. Historien om folkmordet som existerar i ungdomarnas värld har stor relevans för hazarabefolkningens identitet och gemenskap.