The education of newly arrived students is a debated global policy issue. Less attention has been paid to the sub-group of students with limited experience of schooling, referred to here as ‘newly arrived students with limited schooling’ (NALS). This article explores Swedish policy frameworks that inform the education of newly arrived students, comparing policy approaches from two time periods (1983–1996 and 2013–2016) during which the numbers of NALS were said to be increasing in Swedish compulsory schools. Framed within a poststructural approach to policy analysis and Foucault’s theorisation of heterotopian spaces, the analysis explores policies’ representation of separate teaching groups for newly arrived students, with a particular focus on what these spaces have to offer NALS. The findings indicate a shift between the two periods: from a focus on knowledge acquisition in policies of the 1980s and 1990s towards an emphasis on integration in those of the 2010s. This shift is particularly evident in relation to NALS, whose educational needs are discussed only to a limited extent in relation to subject knowledge in the 2010s policies. It is argued that this serves to homogenise the educational needs of the category newly arrived, thereby potentially obscuring the conception of NALS.

新到学生的教育是一个有争议的全球政策问题。对受教育程度有限的学生亚组的关注较少，此处称为“受教育程度有限的新来学生”（NALS）。本文探索了瑞典的政策框架，为新生教育提供了信息，并比较了两个时期（1983-1996年和2013-2016年）的政策方法，在这两个时期内，瑞典义务学校的NALS人数正在增加。在后结构化策略分析方法和福柯对异质空间的理论化框架内，该分析探讨了新来学生的单独教学小组的策略表示形式，特别关注这些空间必须提供NALS。调查结果表明这两个时期之间发生了转变：从专注于1980年代和1990年代政策中的知识获取到强调于2010年代政策中的整合。对于NALS而言，这种转变尤为明显，NALS的教育需求在2010年度政策中仅在与学科知识相关的范围内进行了有限的讨论。有人认为，这有助于使新到达类别的教育需求同质化，从而有可能使NALS的概念模糊不清。