The aim is to study the newly arrived pupils'participation in the preparatory class (FBK) and regular class and how teachers support the newly arrived pupilsin the classroom for three daysat each school. The study is based on a qualitative method with three observations at each school. Observations in two different schools, one in a preparation class and the other one in a regular class. Our study showed that the newly arrived pupils in the preparation class had more chance to participate, learn and develop with the help of the teachers. On the other hand,the newly arrived pupils had less participation in the regular class and did not get as much help from the teachers as the other newly arrived pupils got in the preparation class.

Αντικείμενο της παρούσας εργασίας αποτέλεσε ο σχεδιασμός του γλωσσικού μαθήματος για τους μη φυσικούς ομιλητές της ελληνικής γλώσσας που φοιτούν στο δημοτικό σχολείο με βάση τον αντίστοιχο σχεδιασμό του γλωσσικού μαθήματος που εκπονήθηκε στο πλαίσιο του Προγράμματος Εκπαίδευσης Μουσουλμανοπαίδων. Αρχικά εντοπίστηκαν και καταγράφηκαν οι κειμενικοί και γραμματικοί στόχοι των σχολικών εγχειριδίων της Γ και Δ τάξης του δημοτικού σχολείου που εκπονήθηκαν στο πλαίσιο του Π.Ε.Μ. Στη συνέχεια έγινε εφαρμογή αυτού του γλωσσικού σχεδιασμού στα σχολικά εγχειρίδια της Γ και Δ τάξης που διδάσκονται σε όλα τα δημοτικά σχολεία της ελληνικής επικράτειας. Η έρευνα εντάσσεται στο πλαίσιο του ευρύτερου επιστημονικού ενδιαφέροντος για τη διδασκαλία της ελληνικής γλώσσας ως ξένης. Πρωταρχικός της στόχος ήταν να αναζητήσει σε ποιο βαθμό ο σχεδιασμός του γλωσσικού μαθήματος μέσα από τα σχολικά εγχειρίδια του Π.Ι. είναι κατάλληλος και για τους αλλόγλωσσους μαθητές του ελληνικού σχολείου. Βασικό κριτήριο για αυτή την εφαρμογή υπήρξε ο γλωσσικός σχεδιασμός του Π.Ε.Μ. Συγκεκριμένα ερευνήθηκαν οι κειμενικοί και οι γραμματικοί στόχοι (φωνολογία, μορφολογία, σύνταξη) των σχολικών εγχειριδίων της Γ και Δ τάξης του δημοτικού σχολείου. Η ανάλυση της έρευνας έδειξε πως ένα μεγάλο μέρος των κειμενικών και γραμματικών στόχων των σχολικών εγχειριδίων είναι πολύ απαιτητικοί για τους αλλόγλωσσους μαθητές αυτών των τάξεων. Μερικοί από αυτούς τους στόχους μπορούν ενδεχομένως να εφαρμοστούν μερικώς και άλλοι υπό κάποιες προϋποθέσεις. Η ύπαρξη του ενός και μοναδικού σχολικού εγχειριδίου στο ελληνικό σχολείο, διαμορφωμένου μάλιστα με βάση ένα σχεδιασμό για μαθητές φυσικούς ομιλητές της ελληνικής γλώσσας, αποτελεί ένα από τα μεγαλύτερα εμπόδια για την υιοθέτηση και εφαρμογή προσαρμοσμένου με τις εκάστοτε ανάγκες διδακτικού υλικού. Η υιοθέτηση του πολλαπλού-εναλλακτικού βιβλίου που θα καλύπτει τις ιδιαίτερες ανάγκες των μαθητών και θα επιτρέπει την αυτενέργεια των εκπαιδευτικών θεωρείται απαραίτητη. / -

This study investigates how social interaction affects newly arrived pupils’ views on their study situation in the Swedish educational system. The aim is to give a contribution to the discussion on the notion of including “the Other” in educational practice in multicultural schools. Semi-structured group interviews were conducted to explore how the intercultural perspective and the theory of inclusion can be used to explain the dynamics of social interaction. The main research questions were: how did social interaction take place in preparatory class and in regular class? In what way did social interaction affect the transitional period from preparatory class to regular class? Did social interaction have consequences for the informants as learners? The results show that newly arrived pupils had the opportunity to develop intercultural interaction skills in the preparatory class. Meanwhile, this organization meant educational exclusion, which might have contributed to the stress and anxiety they experienced later in regular class. The transitional period was problematic, since students had to struggle in two aspects. First, they had to catch up in many subjects though no significant measures were taken to their linguistic ability and former school experiences. Secondly, they had to assert their place in an environment with dysfunctional social interaction between some teachers and pupils in regular class. The conclusion is that schools have a dilemma in catering for both social and educational inclusion simultaneously. Despite this, many pupils expressed satisfaction with their school performance. This suggests that intercultural interaction skills, crucial for the pupils’ development, can be developed in the preparatory class. Schools need to implement an intercultural perspective in the educational organization and planning to include every newly arrived pupil. This calls for a holistic approach in pedagogic and social interaction between everyone involved.

Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a preparatory class and the other school is placing the child into a regular class. Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines. Method: The study is based on two methods. One method are interviews, we interviewed three active persons from each selected school. We also interviewed a researcher in this subject and a person who works for the municipality with the reception of newly arrived children. The second method is based on textual analysis document issued by the Immigration Department (Migrationsverket) and the Education Department (Skolverket) as well as the Municipalities and Counties of Sweden (Sveriges Kommuner och Landsting). Theories: We have chosen to use two social theories: Mead's interactionist theory and Vygotsky's sociocultural theory. These theories are both based on the importance of social interaction for development. Conclusions: We have concluded that the most important thing is not whether the child is placed in preparatory class or a regular class. The key factor is how the teaching is, what resources are available and what skills the teacher has. We have also concluded that there are guidelines from the Education Department but that the schools in this study did not follow.