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dc.contributor.authorNorozi, Sultana Ali
dc.date.accessioned2020-08-06T22:39:31Z
dc.date.available2020-08-06T22:39:31Z
dc.date.issued2020
dc.identifier.isbn978-82-326-4791-0
dc.identifier.issn1503-8181
dc.identifier.urihttps://hdl.handle.net/11250/2671137
dc.description.abstractThis thesis explores educational provisions for newly arrived minority language pupils (NAMLPs) in Norwegian elementary reception classes at two levels: (a) systemic conditions (b) pedagogical conditions. This exploration is presented in four articles about educational provisions from different theoretical perspectives and on different analytical levels, ranging from the policy level measures for reception classes to municipal level organisations and to classroom practices in one reception class. The thesis is based on two research questions. First, I examine systemic conditions/responses, forming the wider context, including school leadership and guiding documents at national, municipal and school levels. In order to explore systemic conditions for NAMLPs, the perceptions of and experiences of the professionals who work in or for reception classes were explored through interviews, conversations and documents. Two elementary reception schools, located in Oslo and Trondheim, participated. The second research question is focused on a reception classroom and involves considerations, concerns, ideologies, expectations, decisions and teachers’ practices; in other words, teachers’ pedagogical orientations. In this ethnographic part of the study, data was collected through video, interviews, documents and conversations. The main finding, presented in article I, is that the national and municipal procedures and responses provide grounds for the structures/conditions that accommodate NAMLPs in the educational system. The review of procedures at three levels (national municipal and school) shows that when it comes to educational provisions for NAMLPs at systemic level, NAMLPs are subsumed within the wider category of minority pupils without realizing their special diverse needs. The education policy emphasizes creating an inclusive “school for all”. Yet, the policy briefly addresses NAMLPs only in terms of their linguistic needs. Indeed, pupils who are new in the country are named in official documents, including the policy, as newly arrived minority language pupils (nyankomne minoritetsspråklige elever), referring to their language deficiency only. At municipal and school levels, the reception coordinators appeared to know the educational procedures and practices for NAMLPs the best. The second main theme of the study, presented in articles II, III and IV can be captured as empowering and well-being pedagogy, referring to the teacher's selfconstructed pedagogies that empower NAMLPs by affirming their identities, experiences, culture, language and background and going beyond their language learning needs. These pedagogies are accompanied by uncertainty and calls for ongoing professional support for reception teachers. Based on the findings, there is a need to recognize NAMLPs with their diverse needs in a holistic way (as a distinct group) in all procedural levels. This empirically driven project contributes to the knowledge around educational provisions for NAMLPs by its focus on systemic and pedagogical conditions in a context that has not been investigated before. The project fills a void in research by highlighting the gap in research about NAMLPs and provide a foundation for further research. Third, featuring classroom pedagogies that are based on NAMLPs’ needs and backgrounds, other than language learning, is the critical part of this research project. Considering well—being pedagogy (both NAMPLs’ and reception teachers’ well-being) as an integral part of reception classes can bring positive energy to reception classes.en_US
dc.description.abstractSammendrag Denne avhandlingen undersøker utdanningsbestemmelser/tilrettelegging for nyankomne minoritetsspråklige elever (NAMLPs) i norske grunnleggende mottaksklasser på to nivåer: (a) systemiske forhold (b) pedagogiske forhold. For å utforske systemiske forhold for NAMLPs, oppfatningene og erfaringene til fagfolkene som arbeider i eller for mottaksklasser, ble utforsket gjennom intervjuer, samtaler og dokumenter. To barneskoler i Oslo og Trondheim deltok i forskningsproskjetet. For å utforske pedagogiske forhold, den andre delen av studien som er fokusert på et mottaksklasserom og involverer betraktninger, bekymringer, ideologier, forventninger, beslutninger og lærerens praksis; med andre ord lærerens pedagogiske orienteringer. I denne etnografiske delen av studien ble data samlet inn via video, intervjuer, dokumenter og samtaler. Hovedfunnet, presentert i artikkel I, er at de nasjonale og kommunale prosedyrene og ordningene gir grunnlag for strukturene/forholdene som ivaretar NAMLPs i norske skolesystemet. Gjennomgangen av prosedyrer på tre nivåer (nasjonal, kommunal og skole) viser at når det gjelder utdanningsbestemmelser for NAMLPs på systemnivå, blir NAMLPs underlagt i den bredere kategorien av minoritetselever, uten å innse deres spesielle mangfoldige behov. Det andre hovedtemaet i studien, presentert i artiklene II, III og IV, kan fanges opp som empowering og well-being pedagogy, med henvisning til lærerens selvkonstruerte pedagogikk som styrker NAMLPs ved å bekrefte identitet, erfaringer, kultur, språk og bakgrunn og går utover språkbehovene deres. Disse pedagogikkene er akkompagnert av usikkerhet og krever kontinuerlig profesjonell støtte til mottakslærere. Det empirisk drevende prosjektet bidrar til kunnskap rundt utdanningstilbud til NAMLPs gjennom sitt fokus på systemiske og pedagogiske forhold i en sammenheng som ikke har blitt undersøkt før. Prosjektet fyller et tomrom i forskning ved å markere gapet i forskning på NAMLPs, og gi et grunnlag for videre forskning. Den kritiske delen av dette forskningsprosjektet rette seg inn mot pedagogikkene som er basert på NAMLPs behov og bakgrunn. I betraktning av well-being pedagogy (både NAMLPs og mottakslærernes trivsel) som en integrert del av mottaksklasser kan gi positiv energi til mottaksklasser.en_US
dc.language.isoengen_US
dc.publisherNTNUen_US
dc.relation.ispartofseriesDoctoral theses at NTNU;2020:221
dc.relation.haspartArticle 1: Norozi, Sultana Ali. How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities. European Education : Issues and Studies 2019 ;Volum 51.(3) s. 231-251 https://doi.org/10.1080/10564934.2019.1619464en_US
dc.relation.haspartArticle 2: Norozi, Sultana Ali. The teacher's Approach to Interact with Newly Arrived Migrant Pupils in the Norwegian Elementary Reception Class; A Sociocultural Perspective. This is the authors accepted manuscript of an article to be published as the version of record in Intercultural Education © 2020 Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.relation.haspartArticle 3: Norozi, Sultana Ali. Going beyond academic support; mental well-being of newly arrived migrant pupils in the Norwegian elementary reception class. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development 2019 ;Volum 37.(2) s. 108-125 https://doi.org/10.1080/02643944.2019.1618378en_US
dc.relation.haspartArticle 4: Norozi, Sultana Ali. First Thing First: The Teacher Well-being before Reaching Out to Newly Arrived Migrant Pupilsen_US
dc.titleHappy Start or Happy Ending? Exploring Educational Provisions in Norwegian Elementary Reception Classesen_US
dc.typeDoctoral thesisen_US
dc.subject.nsiVDP::Social science: 200::Education: 280en_US


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