Young migrant participation and inclusive teaching practices in multilingual classroom interaction

Published the chapter "Young migrant participation and inclusive teaching practices in multilingual classroom interaction" in the new book on migrant inclusion "Práticas e Políticas - Inspiradoras e Inovadoras com Imigrantes" edited by Elisete Diogo e Raquel Melo.

Citation: Hedman, K. (2022). Young migrant participation and inclusive teaching practices in multilingual classroom interaction. In?Práticas e Políticas - Inspiradoras e Inovadoras com Imigrantes.?E. Diogo & R. Melo, eds. Edi??es Esgotadas.

Abstract

Background. Few empirical studies have examined practices of how teachers, student support tutors and students encourage student participation in second language (L2) interaction in upper secondary education in Sweden. A better understanding of the interactive support practices of the class participants has the potential to contribute to the development of second language education planning and delivery. The theoretical framework for this study was scaffolding theory which refers to the interactive support and social and educational support resources provided to students.

Aims. The purpose of this study was to examine practices of encouraging student participation in second language interaction from a scaffolding theoretical perspective.

Method. Participant observation and observational field notes of second language interaction conducted in ethnographic fieldwork in second language classrooms in upper secondary education.

Results. The findings demonstrated thirteen central interactive support practices that class participants used to encourage student participation in second language interaction: (1) The teacher question – student answer – teacher comment practice. (2) Teachers instructing students to read loud in class. (3) Teachers and students saying wordstogether. (4) Teachers supporting the vocabulary of the students. (5) Teachers building trust relationships with students. (6) Teachers using positive reinforcement comments. (7) Teachers steering classroom interactions to make it possible for students with limited linguistic resources in Swedish responding slower to be heard. (8) Teachers providing clues. (9) Student initiatives to participate. (10) Students encouraging other students to participate. (11) Student support tutors encouraging students to participate. (12) Teachers supporting collaboration and collaborative group and pair work by students. (13) Teachers fostering a classroom culture of active participation by students.

Conclusion. Using scaffolding theory, the study advances understanding of scaffolding practices in second language interaction. In the second language interaction, teachers, student support tutors and students acted as facilitators encouraging students to initiate narrative accounts and class participation based on their experiences and competences. Implications for practice. The findings suggested that initiatives, support and steering by teachers, student support tutors and peer students were necessary to support student participation in second language interaction by enhancing student participation and supportive resources of students.

Keywords: Classroom interaction, Second-language interaction, Encouraging student participation, Swedish as a Second Language.?

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