Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-10-15 DOI:10.1080/17457823.2021.1990099

Anna Winlund

引用次数: 0

Abstract

ABSTRACT This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.

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解码学校规则——瑞典一所语言入门学校对新移民青少年的教学

摘要本文探讨了学校教育的规则，这可能是新移民青少年与学校为基础的学习经验很少之前。目的是研究“外部语法”(Gee 2005)——即与课堂相关的思想、信仰、价值观、行为和社会互动是在瑞典的一所语言入门学校进行的。人种学数据是在10名学生和他们的老师的一个学年中收集的。该分析考虑了数据中的例子，这些例子被分为三大类:时空纪律、读写工具和实践的使用，以及作为一个学生与他人的关系。其中一些规则似乎促进了特定情境下的学习，但也为学生未来的学习做了准备，而其他规则似乎适应了这些特定学生的学习先决条件。本文还分析了一些学生挑战这些规则的例子，以证明学生的能动性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.