students writing

How does the study counsellor's work situation and collaboration with other teachers affect the learning of new arrivals?

In a new study conducted, researchers Hennie Kesak and Goran Basic at Linnaeus University have examined the relation between study supervisors, teachers and newly arrived students’ learning within the scope of the school practice in Sweden. They have studied documents, performed observations during classes, and have held interviews with study supervisors, teachers and newly arrived students in Sweden.

Study guidance in the mother tongue is intended as a support and tailored instructions for newly arrived students who do not yet have a sufficiently good command of the Swedish language to benefit from the teaching. Study guidance in the mother tongue may help newly arrived students understand the teaching which improves their prospects of achieving the intended learning outcomes. By providing support to the pupils in their mother tongue, they can more easily comprehend complex topics and concepts which leads to improved knowledge development. If students feel that they comprehend the teaching and can actively participate in classes, their motivation and commitment to the studies increase. Study guidance in the mother tongue may work as a bridge for learning Swedish, since the students may compare and contrast the two languages.

Study supervisors have varying professional backgrounds and experiences. Many of them have some form of higher education that they have completed in their native countries, but they often feel that their competence and qualifications are not fully utilised and that they are not seen as equal peers by their colleagues. This may make the work difficult regarding supporting the students’ learning in an effective manner. Collaboration between study supervisors, subject teachers and principals is crucial to ensure that supervision is efficiently integrated into the teaching. There are several important aspects in this other than the collaboration with subject teachers. The researchers conducting this study are of the opinion that study guidance in the mother tongue ought to be considered a schoolwide issue with clear guidelines and procedures with respect to how it should be implemented, and how it may contribute to more structured and efficient utilisation, significant to the newly arrived students’ learning.  

The chapter can be read here: Opportunities and obstacles with native language study guidance for newly arrived students.

The chapter is part of the research in the project: School success for newly arrived students: possibilities, obstacles, identities and collaboration.