The overall purpose of the project is to describe, analyze and discuss a hitherto under- researched area of
recently arrived students’ schooling: the students’ language development, disciplinary literacy and social
inclusion in relation to how the education of these students is contextually framed and conducted in upper
secondary school. Specific questions include: What kinds of inclusive classroom practices are there? What
kinds of specific scaffolding pedagogies are used? What kinds of support, in terms of teacher collaboration,
instruction in Swedish as a second language, subject support through mother tongue, and mother tongue
instruction are offered in two different macro environments (a large city and two smaller towns)? Do the
students succeed in pursuing an academic career?
The methodological approach is mainly qualitative, with participant observation, video and audio recordings,
interviews, formative assessment protocols and linguistic landscaping, but some quantitative survey data will
also be collected. In analyzing the qualitative data, we apply ethnographic methods and functional linguistic
analyses. The project aims to contribute to our knowledge on recently arrived students’ opportunities for
inclusion, linguistic and academic development at the upper secondary level, as well as their prospects for
further studies or employability. This will be done by critically examining existing practices, and is expected to
result in suggestions for improvements.