ABSTRACT

Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students’ prior languages differs from previous research. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care formed an important part of the inner logic of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers’ multilingual competencies and long-term experience with ICs, multilingualism and migration, and support from school management. We welcome interrelated discussions of underpinning logics based on research within different educational contexts comprising migrant students.

摘要

通过针对瑞典语言多样化的小学中的新移民学生的入门班（ICs）的教学话语和实践进行研究，我们借鉴了伯恩斯坦的概念框架，探讨了教学法的原理和动力。我们的人种学数据包括老师的访谈和观察性的田野笔记。找到了一套综合的教学法原则，对学生先前语言的理解与先前的研究有所不同。此外，教师通过协作照料实践来满足学生的需求，这是内部逻辑的重要组成部分话语和实践。我们发现，这种多语言和情感支持取决于IC教师的多语言能力和对IC，多语言和移民的长期经验以及学校管理层的支持。我们欢迎有关基础逻辑的相关讨论，这些讨论基于在包括移民学生在内的不同教育环境中进行的研究。