@article{Nilsson_Axelsson_2017, title={“Welcome to Sweden”: Newly arrived students’ experiences of pedagogical and social provision in ıntroductory and regular classes}, volume={6}, url={https://www.iejee.com/index.php/IEJEE/article/view/37}, abstractNote={<p>Education for newly arrived students in Sweden is commonly organised in introductory classes,<br>providing a basis for transition to the mainstream system. Focusing on the hitherto<br>underinvestigated question of how newly arrived students experience the time in and transition<br>between introductory and regular classes, we analyse the social and pedagogical resources<br>these two contexts provide based on interviews with students who arrived during the last years<br>of lower secondary school. The research was conducted during 15 months at three schools in<br>municipalities of different sizes, comprising 82 days of participant observation, 16 interviews<br>with teachers and 61 semi-structured interviews with 22 students. Pointing to the tendency of<br>allocating responsibility for newly arrived students’ education solely to the introductory class or<br>the individual student, we argue that social and pedagogical provision also needs to be made in<br>the mainstream system in order for school to fulfil its inclusive and educational aim.</p>}, number={1}, journal={International Electronic Journal of Elementary Education}, author={Nilsson, Jenny and Axelsson, Monica}, year={2017}, month={Aug.}, pages={137–164} }