How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities

Abstract

This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes.

Acknowledgments

I thank two anonymous reviewers for their valuable suggestions and comments in bringing this article to its present form.

AUTHOR BIO

Sultana Ali Norozi is currently a research fellow at Norwegian University of Science and Technology (NTNU) Trondheim, Norway. Her PhD project is about educational provisions for newly arrived migrant pupils focusing on Norwegian elementary reception classes. Her research interests include migration, diversity, well-being, student-teacher relationship and classroom pedagogies to facilitate education for the diversity of pupils.

Notes

1 The Norwegian Ministry of Education (Utdanningsdirektoratet) assessment report of adapted language education (Rambøll 2016); Main part-values and principles: Draft proposal from the Ministry of Education 10.03.2017 (overordnet del- verdier og prinsipper. Høringsutkast fra Kunnskapsdepartementet 10.03.2017); National guide for reception classes (2013) from Norwegian Directorate for Education and Training (veileder, Utdanningsdirektoratet); Diversity and coping (Mangfold og mestring, 2010) from the Norwegian Ministry of Education and Research; Assessment guide for primary linguistic minority students from the Directorate of Education Norway (kartleggingsmateriell, Utdanningsdirektoratet); Curriculum for basic Norwegian for language minorities for primary schools from the Directorate of Education Norway (Laererplan, Utdanningsdirektoratet) (Laererplanverket for Kunnskapsløftet 2006, Utdanningsdirektoratet); Circular number 15-2014 for newly arrived pupils from linguistic minorities—primary school (Rundskriv nr 15-2014 opplaering for nyankomne elever fra språklige minoriteter-grunnskolen; Oslo kommune Utdanningsetaten), annual plan (årshjul/årsplan for mottaksklasser), semester plan, and weekly plan for reception classes.

2 Educational Psychological Service (Pedagogisk-psykologisk tjeneste; PPT), often shortened to PPT, is a municipal or country council advisory service that serves as an expert body in regard with children, youth, and grownups education and special education needs.

3 The National Center for Multicultural Education (NAFO) was established in 2004 as one of the steps undertaken by the government to implement its strategic plan: Equal Education in Practice! A strategy for better learning and greater participation by language minorities in kindergartens, schools and education 2004–2009. After the end of the strategic plan period, NAFO has continued working for competence—building, networking, and implementing developmental projects with the aim of promoting inclusive and equal education for linguistic minorities in kindergartens, schools, and institutions of adult education.

4 https://www.fagbokforlaget.no/Verk/Klar-ferdig-norsk

5 http://kanal-s.salaby.no/forsiden

6 http://podium.gyldendal.no/mno1-4/