Kjersti Ree-Skrefsrud’s thesis examines the question mentioned above through the experiences of students and teachers in two reception classes at the upper primary level.
To bring out the students’ own perspectives, they drew maps, led walks around the school, and took part in interviews. Teaching and interactions were also observed.
"The findings show that safe relationships with peers and teachers are essential for students to try out and use the second language", says Ree-Skrefsrud.
Informal meeting places can create opportunities for friendship and learning, but they can also expose some students to exclusion and social risk.
"Students have more opportunities to participate when teachers provide language scaffolding that allows them to try out the new language, when they can use the languages they already know, and when teaching draws on their knowledge and experiences", says the PhD candidate.
Smaller, adapted communities can provide a sense of safety and support as students make their way into larger communities.
"My dissertation shows how teachers and schools can strengthen newly arrived students’ participation. It also highlights the importance of teachers’ expertise and of valuing students’ contributions", says Kjersti Ree-Skrefsrud, who has completed her research in the Educational Sciences PhD programme.
Her thesis is titled "Spaces of participation: A study of newly arrived upper primary students' participation in social and academic language learning communities".
The main findings of the PhD thesis:
- Relationships are fundamental for participation: Students have better opportunities to participate when they feel safe and supported by teachers and peers. In such communities, they can explore the second language and make mistakes without a significant risk of negative consequences. Teachers need to work actively to build relationships.
- Informal settings offer both opportunities and challenges: In informal settings, students can build relationships and engage in social interaction. At the same time, students without established social networks may experience a sense of exclusion and social stress in such contexts, and they may therefore need support outside the classroom as well.
- Teaching practices enable participation: Students can participate from an early stage when they are encouraged to use their full linguistic repertoires, even if they have not yet developed strong skills in the second language. Scaffolding gives them opportunities to use the new language gradually. When teachers build on students’ knowledge and experiences, students see that their contributions are valuable to the community.
- The organisation shapes students’ access to communities: Students are affected both by everyday teaching choices and by how the municipality organises education for newly arrived students. The dissertation shows that smaller, adapted communities can give students a sense of safety, language-learning opportunities, and relationships that support students as they move into larger communities.
- Teachers’ competence matters: The students in this study are supported by teachers who use their experiences and expertise to support students’ social, academic, and language learning.