This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes.

中文翻译：

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挪威接待学校如何满足刚到来的少数民族语言学生的学术和融合需求：来自两个城市的案例

本文探讨了在挪威的两个奥斯陆和特隆赫姆市的初等接待班中，专业人士对于初到少数民族语言学生的融合和学术课程的看法和经验。数据是通过访谈，现场对话和可用的相关文档收集的。采访了班主任，科目协调员和接待老师。在活动理论的框架下，本文对接待班的各个方面进行了综合分析。研究结果揭示了在接待班上新到的移民学生在融入和学习课程过程中所面临的复杂挑战。