Childcare and Education Department. Guidelines for New Arrivals and Multilingualism

Transcription

1 Childcare and Education Department Guidelines for New Arrivals and Multilingualism

2 What Is a Guideline? The guideline establishes the conditions pertinent to Växjö Municipality alongside those applicable by laws and regulations. Its purpose is to create an equivalence among the Childcare and Education Department's operational activities in Växjö Municipality to ensure that newly arrived and multilingual children and pupils are given the same opportunities, regardless of which municipality the child/pupil belongs to. The objective is to create as positive an education situation as possible for all newly arrived and multilingual children and pupils. In addition to this guideline, information on standard practices for work with new arrivals and multilingualism can be found on the Intranet, under 'Guidelines' and 'FAQ'. * The guideline has been somewhat shortened here. The full guideline can be found on the Childcare and Education Department's Intranet. 2 Childcare and Education Department Växjö Municipality Telephone: +46 (0)

3 Concepts and Explanations New Arrivals Pupils who begin their education in Sweden after the age of seven are deemed to be new arrivals for the first four years. Newly arrived pupils are not a homogeneous group, but they do have two things in common they have arrived in Sweden within four years after their schooling began and they have the same right to education as all pupils in Sweden. Multilingualism Children and pupils deemed to be multilingual are those who have another mother tongue than Swedish and use this as their daily language of interaction with at least one parent/guardian. Pupils who speak a national minority language belong to the multilingual group. Multilingualism is defined in the regulations contained in national policy documents in terms of study supervision, Swedish as a second language, mother tongues and language introduction (secondary school). Study supervision in the mother tongue shall be provided if the pupil needs it, that is, if the pupil does not have a good enough command of Swedish to be able to actively take part in the education and follow the syllabus. Education in Swedish as a second language is provided for multilingual pupils if required, upon a decision by the head teacher. Multilingual pupils in secondary school or special needs secondary schools can study Swedish as a second language as a secondary school common subject, but may also choose Swedish as an individual subject choice. The pupil will receive grades in both subjects. Multilingual pupils can apply for mother tongue instruction (MTI) if the Education Act and other regulations' criteria are met. Pre-school/Pre-school Class and Multilingualism Pre-school/pre-school classes shall assist in providing children with another mother tongue than Swedish with the opportunity to develop both the Swedish language and his or her mother tongue. (Swedish Education Act chapters 8 and 9). The definition of multilingual children covers all ages. According to the definition of the concept new arrivals, children younger than seven years old are not included, and neither are those pupils who begin their education before the calendar year during which they turn eight years old. 3

4 From Receiving Landningsbana Växjö to Transitioning Through to Regular Classes/Programmes Landningsbana Växjö receives all newly arrived children and young people aged 1-19 years old and their guardians for periods of four weeks. An initial mapping of educational background, experiences and health status is done by teachers, guidance counsellors and school nurses. The education at Landningsbana Växjö gives an introduction to the Swedish language and the Swedish school system. In pre-school, an introduction of the pre-school system is given. Adults are given information about family life, the school and health systems in Sweden, as a first step to a good collaboration between guardians and pre-school/school in the next step. Pre-school/pre-school class Landningsbana Växjö assists families in applying for a place at pre-school. For pre-school children and children in a pre-school class (and pupils in grade 1), an acclimatization period is offered for one or two weeks. Staff from Landningsbana Växjö or the Competence Centre for new arrivals and multilingualism provide children, guardians and teachers with assistance in the child's mother tongue. Primary school/secondary school Landningsbana Växjö, in collaboration with the Competence Centre Manager, performs the transfers to the receiving schools' head teachers and teachers, where education and the mapping process continue. Pupils may, from the age of eight, enrol in a preparatory class. Pupils in pre-school classes and grade 1 are offered acclimatization support for one or two weeks, as per information above. Alfa classes are organised for those pupils who still are not able to read or write in their mother tongue. Within two months, pupils in elementary school preparatory classes should have received an affiliation with a regular class at school, based on the completed mapping process. In the preparatory classes, the pupils' schooling is initiated through teaching relevant subject content to prepare the child for a gradual move to a regular class in his or her strong subjects. The basis for this is the continued mapping of the pupil's situation. Study supervision in the mother tongue is a very important tool. During his or her time in a preparatory class, the pupil has at least as many instruction hours as his or her classmates in the regular classes. After the transition to a regular class, the pupil receives study supervision and Swedish as a second language education according to the pupil's needs, for his or her continuous knowledge development. All teachers at the school need to be aware of what second language learning entails for their specific subject/subjects. 4

5 Pupils taking part in the secondary school language introduction work toward qualifying for a national education program. The focus is firmly on study supervision in the mother tongue and the Swedish language. The education is offered both at a primary and secondary school level, in accordance with the mapping of the pupils' needs. When the language introduction has been completed, the pupil can continue his or her studies in another introduction program or, when he or she has qualified for it, a national program. Study supervision in the mother tongue is given continuously in accordance with the pupil's needs. 5

6 Organisation Competence Centre for New Arrivals and Multilingualism Study supervision, on line study supervision, mother tongue instruction for primary schools, special needs primary schools, secondary schools and special needs secondary schools are organised by our Competence Centre. To ensure good and equivalent quality for new arrivals and multilingual children and pupils within and between regions there is at least one very skilled teacher with Swedish as a second language skills employed through the Competence Centre. The teacher's task is to support the educational development in preparatory classes/language introduction within the framework of the Childcare and Education Department, but also has a significant role in collegiate learning with regard to multilingual pupils' knowledge development. The Competence Centre is responsible for the employment, organisation and competence development of the above-mentioned professional groups. It is also responsible, together with the Unit Manager of the Landningsbana, for the children's/pupils' transition from the Landningsbana to pre-school/ school. This is done in collaboration with the school leadership/area managers. Area Levels The Area Manager ensures that each of the five geographical school areas are prepared to offer one or more preparatory classes. Depending on the number of new arrivals, local venues and space in regular classes, there is flexibility with regard to which units offer preparatory classes. There should be an place available in the regular class in the area where the pupil takes part in a preparatory class. Area Managers are responsible for ensuring that collaboration takes place between the various areas and with the Competence Centre Manager. In the secondary school area, the Area Manager, together with the Head Teacher, ensures that study supervision, Swedish as a second language and mother tongue instruction work according to policy documents in both language introduction and introduction programs, as well as the national programs. This is done in collaboration with the Competence Centre Manager, if required. 6 The issue of newly arrived pupils who arrive at a late stage of their schooling is specifically discussed and is the joint responsibility of all the Area Managers. The department's Studies and Career Centre organisationally belongs to the secondary school area and is a support function for the work performed there.

7 7

8 8

9 Unit Level Pre-school Manager Responsibility: Ensuring that multilingual children belonging to the unit receive support in developing their mother tongue in accordance with the education act and curriculum. Children's Health Teams (BHT) is a forum where multilingual children's needs can be highlighted (see also Guidelines for Children's and Pupils' Health). Head Teacher with Preparatory Class/Language Introduction Responsibility: Reception of pupils from Landningsbana Växjö at preparatory class/language introduction. Ensuring that the pupils have access to qualified staff in preparatory classes/language introduction. If necessary, elicit support from the Competence Centre. See also 'Head Teacher without Preparatory Class/Language Introduction.' Head Teacher without Preparatory Class/Language Introduction Responsibility: Ensuring that children in the unit who are newly arrived or multilingual receive the support and education they are entitled to by law, i.e. study supervision, Swedish as a second language and mother tongue instruction. The Unit for Pupil Health (EHT) is where multilingual pupils' needs can be highlighted. Making arrangements for study supervision and mother tongue instruction according to the pupils' needs. Providing a good basis for collaboration between study supervisors and teachers, and between mother tongue instructors and the pupil's mentor/class teacher. Ensuring that all staff have a good knowledge of working methods for language development and what second language learning entails for their specific subject/subjects. 9

10 Professional/Task-specific Competencies and Expectations Study Supervisors A Study Supervisor works with those pupils whose strongest main language is still his or her mother tongue/school language. The study supervision is planned in accordance with the pupil's achievement of his or her goals. Competencies: The Study Supervisor is a subject matter expert (equivalent to secondary school level), has a well-developed linguistic awareness (Swedish 2 or equivalent and mother tongue) The Study Supervisor is very familiar with the Swedish school system and its basic values, as well as with the syllabus for relevant subjects. The Study Supervisor has the educational suitability and basic computer skills. Expectations/work tasks: The Study Supervisor should be able to take part in the subject mapping at Landningsbana Växjö and in preparatory classes. At instances of subject mapping during stage transitions, the Study Supervisor provides study supervision in the relevant subject, collaborates with the subject teacher in the planning of the study supervision and follow-up process of the pupil's progression and results. The subject teacher is responsible for the assessment and grading. 10

11 Mother Tongue Instructors A Mother Tongue Instructor teaches the mother tongue, which is a subject with its own syllabus. The Mother Tongue Instructor's task assignments should not be confused with those of the Study Supervisor. Competencies: Teachers qualified in the mother tongue or teachers with a Swedish teaching degree in languages, who have a good command of the language to be taught as a mother tongue. The Mother Tongue Instructor should have, in addition to a good knowledge of the mother tongue, a very good command of Swedish. Good computer skills. Expectations/work tasks: Planning and implementing education in accordance with the relevant syllabus. Being very well acquainted with the Swedish school system's values and visions. Collaborate with other Mother Tongue Instructors and the pupil's mentor/class teacher. An Especially Skilful Teacher with a Swedish as a Second Language Qualification Competencies: Excellent ability and qualified as a teacher of Swedish as a second language. Suitability for the position/task assignment. Expectations/work tasks: The teacher's task is to support the educational development in preparatory classes within the framework of the Childcare and Education Department, but also has a significant role in collegiate learning with regard to multilingual pupils' knowledge development. 11

12 Växjö Municipality Box Växjö, Sweden Telephone: +46 (0) Production: Växjö Municipality, Childcare and Education Department, Photo: Emelie Helldén, Mats Samuelsson, Sara Södergård