Kartläggning av en nyanländ elevs litteracitet i Sverige

Den har studien handlar om en nyanland elevs mote med svensk skola och kartlaggningen av hennes litteracitet. Studien ar en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartlaggningssamtal. I de inspelade samtalen deltar en elev, en foralder, tolk samt en kartlaggare. Under samtalen stalls en stor mangd fragor men det ges inte mycket tid eller utrymme for utvecklande av svar, fordjupande fragor eller foljdfragor. Eleven ifraga kan tala flera olika sprak och har haft saval franska som arabiska som undervisningssprak da hon har gatt fem ar i skola innan hon anlande till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begransad till hoglasning samt att skriva av text som lararen skriver pa tavlan. Det blir darfor svart for henne att forsta fragor som kartlaggaren staller i samband med textlasning och textanalys under kartlaggningen. I flera avseenden foreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som vantar henne i Sverige. Abstract Mapping of a newly arrived pupil’s literacy in Sweden  The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.