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dc.contributor.authorAarsæther, Finn
dc.coverage.spatialNorwayen_US
dc.date.accessioned2021-06-24T14:06:47Z
dc.date.available2021-06-24T14:06:47Z
dc.date.created2021-06-15T21:55:09Z
dc.date.issued2021-06-15
dc.identifier.citationCogent Education. 2021, 8 (1), 1-16).en_US
dc.identifier.issn2331-186X
dc.identifier.urihttps://hdl.handle.net/11250/2761201
dc.description.abstractGlobalmigrationhasledtoincreasingnumbersofchildrenencountering schools as newcomers in their new countries. Statistics reveal that large groups of migrant children tend to perform poorly academically; thus, education for newcomers has become an urgent issue for host countries. The aim of this study is to explore how Norwegian schools facilitate education and social inclusion for newly arrived migrant children, based on qualitative data from separate programmes for newcomers. The findings show a large variation as to how the schools emphasise the teaching of subjects and how they facilitate active learning processes for newcomers. The analyses suggest that this variation, at least partly, is linked to a lack of clarity in the official Norwegian guidelines for the education of newly arrived migrant children. As far as inclusion is concerned, the schools, however, show quite similar results: none of them succeed in creating arenas for interaction between newcomers and mainstream peers. This may have an impact on the newcomers’ well-being, as well as on how fast they learn Norwegian—and hence school subjects—because the verbal and social interac- tion between language learners and target language users is crucial to the develop- ment of L2 skills.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesCogent Education;volume 8, issue 1
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectMigrant childrenen_US
dc.subjectNewcomersen_US
dc.subjectEducationen_US
dc.subjectL2-learningen_US
dc.subjectInclusionsen_US
dc.titleLearning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s).en_US
dc.source.articlenumber1932227en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1080/2331186X.2021.1932227
dc.identifier.cristin1915995
dc.source.journalCogent Educationen_US
dc.source.volume8en_US
dc.source.issue1en_US
dc.source.pagenumber16en_US


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