Interacting with newly arrived migrant pupils: a sociocultural perspective

ABSTRACT

The main contribution of this paper is to highlight the pedagogical orientations of reception teachers in Norwegian schools. I explore reception teachers’ approaches and their understanding of their own approaches when interacting with newly arrived minority language pupils (NAMLPs). The theoretical basis of the paper is L.S. Vygotsky’s work, emphasising that human learning and development occur in socially and culturally shaped contexts. The key research questions were: (a) What instructional approaches do reception teachers use when interacting with NAMLPs and (2) How do reception teachers make sense of their own approaches when reflecting on this?

KEYWORDS:

• Newly arrived migrant pupils
• sociocultural perspective
• multicultural classroom
• teacher’s perceptions and practices
• classroom interaction

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Sultana Norozi

Sultana Norozi has a PhD in Education from Norwegian University of Science and Technology. Currently she works as an Associate Professor at Oslo Metropolitan University (OsloMet-storbyuniversitetet). Her research interests include student-teacher relationship, classroom for all, students learning based on their strengths and needs. Sultana is passionate about research on intercultural education, “empowering pedagogy”, “wellbeing pedagogy”, diversity and minority education.