NYANLÄNDA OCH LÄRANDE En forskningsöversikt om nyanlända elever i den svenska skolan VETENSKAPSRÅDETS RAPPORTSERIE 6:2010
NYANLÄNDA OCH LÄRANDE en forskningsöversikt om nyanlända elever i den svenska skolan Nihad Bunar
NYANLÄNDA OCH LÄRANDE EN FORSKNINGSÖVERSIKT OM NYANLÄNDA ELEVER I DEN SVENSKA SKOLAN Nihad Bunar Rapporten kan beställas på www.vr.se VETENSKAPSRÅDET Box 1035 101 38 Stockholm Vetenskapsrådet ISSN 1651-7350 ISBN 978-91-7307-171-0 Rapportnummer 6:2010 Grafisk Form: Erik Hagbard Couchér, Vetenskapsrådet Produktion: Matador Kommunikation Tryck: CM-Gruppen AB, Bromma 2010
INNEHÅLL SUMMARY IN ENGLISH.....................................................................................................................................................6 1. INLEDNING...........................................................................................................................................................................8 1.1. Syfte och frågeställningar............................................................................................................................................11 1.2. Upplägg.....................................................................................................................................................................................12 2. BAKGRUND OCH DEFINITIONER................................................................................................................................14 2.1. Vilka är de nyanlända?................................................................................................................................................14 3. MATERIAL OCH AVGRÄNSNINGAR..........................................................................................................................18 3.1. Material- och datainsamlingen.............................................................................................................................18 3.2. Presentationsstrategierna och avgränsningarna..................................................................................22 4. INTERAKTIONER, IDENTITETER OCH MAKTORDNING DET SAMHÄLLELIGA OCH DET INDIVIDUELLA PERSPEKTIVET...............................................25 4.1. Normalt och avvikande....................................................................................................................................25 4.2. De problematiska föräldrarna................................................................................................................36 4.3. Nyanländas framgångsrika skolkarriärer............................................................................................. 43 4.4. Sammanfattande diskussion........................................................................................................................49 5. MOTTAGNINGSSYSTEMET OCH PRESTATIONER DET INSTITUTIONELLA PERSPEKTIVET....................................................................................................................53 5.1. Mottagningssystemet........................................................................................................................................ 53 5.2. Prestationer..............................................................................................................................................................57 5.3. Sammanfattande diskussion........................................................................................................................65 6. BARA DE LÄR SIG SVENSKA DET (SPRÅK)PEDAGOGISKA PERSPEKTIVET..........68 6.1. Modersmål och svenska som andraspråk.......................................................................................... 69 6.2. De nyanländas språkinlärning, utveckling och användning................................................. 75 6.3. Sammanfattande diskussion........................................................................................................................83 7. INTERNATIONELLA UTBLICKAR.........................................................................................................................87 7.1. Några inledande kommentarer om den internationella forskningens status............87 7.2. Program för nyanlända i olika länder svårigheter och möjligheter............................89 7.3. Aspekter av skolornas verksamhetspraktiker gentemot de nyanlända.......................101 7.4. Sammanfattande diskussion..................................................................................................................... 108 4 NYANLÄNDA OCH LÄRANDE
INNEHÅLL 8. AVSLUTANDE REFLEKTIONER.............................................................................................................................112 8.1. Implikationer för svensk forskning..........................................................................................................113 8.2. Centrum för forskning om nyanlända och lärande (CFNL)...................................................116 REFERENSER............................................................................................................................................................................118 NYANLÄNDA OCH LÄRANDE 5
SUMMARY IN ENGLISH The overarching goal of this report is to review and discuss the Swedish research on newly arrived students and the main organizational, relational and pedagogical conditions of their learning. A secondary goal is to review a part of the international research in order to better define and illuminate the knowledge frontier concerning these students. As a newly arrived student in this report I define a student who has migrated to Sweden, regardless of the reason (as a refugee, for family reunion or labor migration), does not possess basic knowledge in the Swedish language, and enters elementary or upper secondary school just prior to or during the regular academic year. The review is based on more than 300 books, reports and articles collected during the autumn of 2009 after a thorough search in different databases. The presentation of Swedish data is divided into three perspectives. First, The social and individual perspectives encompass the research on how power relations in the society between Swedes and immigrants, and identity formation processes among the young of immigrant origin, affect the integration of minority children and especially the newly arrived children into the Swedish educational system. Secondly, The institutional perspective focuses partly on the research on so called transitional or international classes, which is the main organizational form for the introduction of newly arrived students into schools and partly on studies that have measured the importance of migration age for the students achievement. Thirdly, The pedagogical perspective brings up studies that mainly deal with language learning and development (learning Swedish as a second language and the students native language). One observation is that the Swedish research is scarce and theoretically and methodologically underdeveloped, which makes it difficult to draw any certain conclusions on what works. Furthermore, the majority of studies have illuminated various problems when it comes to school integration of newly arrived students and the students of immigrant origin more generally. Few studies are interdisciplinary, although many academic disciplines are represented in the research, and there are no studies attempting to compare Sweden with other countries. Generally speaking the Swedish research does not help us very much to understand the learning conditions for this group of students. The international research contains, as expected, more contributions and it reveals the variety of organizational and pedagogical models applied in countries such as the USA, UK, Australia, Canada, Spain, Italy, Hungary 6 NYANLÄNDA OCH LÄRANDE
SUMMARY IN ENGLISH and Japan. In any case, the number of studies explicitly focusing on newly arrived students is not overwhelming and only a few are comparative. Implications for the Swedish research are that we need more knowledge on all three perspectives presented above, more interdisciplinary and internationally comparative studies, more studies that combine various methodological approaches, and more theoretical development on the subject. My final proposal is that the stakeholders in Swedish educational policy should contribute funds for setting up an interdisciplinary research center on learning conditions for newly arrived students. NYANLÄNDA OCH LÄRANDE 7