Minority Students’ Perceptions of Schooling and Teachers Quality to Support Their Learning in Norway

Alhassan, Awal Mohammed; Bawa, Kuyini Ahmed

doi:10.5430/wje.v2n2p95

Cited by 4 publications

(6 citation statements)

References 10 publications

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“…The international research reviewed involved cultural minority participants from primary and secondary schools living in Australia (Dodds et al, 2010), the US (Howard, 2001;Oikonomidoy, 2009;Rodriguez, Ringler, O'Neal & Bunn, 2009), Canada (Zine, 2006), England (Kahin, 1997), Norway (Alhassan & Bawa, 2012) and Finland (Alitolppa-Niitamo, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Negative experiences, such as racism and discrimination (Alhassan & Bawa, 2012;Zine, 2006), confusion around school systems (Burford et al, 2008), and unmet educational needs (Alhassan & Bawa, 2012;Humpage, 2009;Kahin, 1997) were reported with greater frequency in all studies involving high school students compared to those with primary school students. This could be due to increased perceptiveness (Sakka, 2009) and self-consciousness of older adolescents, but perhaps more significant, is the reality that more of these students were refugees or first generation migrants, meaning that they had had less time to adjust than second generation migrants or children of refugees.…”

Section: Literature Reviewmentioning

confidence: 99%

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Somali Students’ Perceptions of a New Zealand Primary School.

Smyth

2013

Kairaranga

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Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the literature in this area by finding out what Somali students in a New Zealand primary school think about their schooling: the aspects of school which challenge or support their cultural identities. Three nine and ten year-old Somali students attending a primary school in the Greater Wellington region participated in focus groups. Open- ended questions were used to elicit their perspectives on pedagogical approaches and their interactions with their peers and teachers. The students identified numerous positive aspects of their school lives, including strong friendships and autonomy in the classroom, yet revealed that bullying is an on-going issue, for themselves and other students, in and out of school.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Somali Students’ Perceptions of a New Zealand Primary School.

Smyth

2013

Kairaranga

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“…Many minority students who have managed very well in school praise themselves and the supportive school system other than family and social support issues. Many researches point to the view that the school performance of immigrants is directly correlated with their adaptation strategies to the school in particular and the new society at large (Alhassan & Kuyini, 2012).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Untitled

2022

AJE

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Reviewers' BoardClick Here v President's Message All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes properEnglish. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the second of the ninth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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“…Alhassan and Kuyini (2012) expressed the view that minority students' school achievement is positively related to their adaptation strategies in the new school. Attitude theories suggest that new knowledge contributes to attitudinal evaluation and change.…”

Section: Theme 3: Attitude Towards the Target Culturementioning

confidence: 99%

“…In recent times, L2 students constitute an appreciable percentage of the population of schools (SSB, 2008). The cohort of students face potential lower academic achievement due in part to limited language skills and therefore represent an at-risk population, who may drop out of school and face a wide range of future challenges (Thompson, 2000;Alhassan & Kuyini 2012).…”

Section: Introductionmentioning

confidence: 99%

Teaching Immigrants Norwegian Culture to Support Their Language Learning

Alhassan¹,

Kuyini²

2013

IES

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This study was conducted with 48 adult immigrant students studying Norwegian under basic education program of the Ski Municipality Adult Education Unit between 2009-2011. Using the framework of Genc and Bada (2005), we tried to replicate their study in new setting -Norway. The study investigated migrant students' perceptions learning Norwegian culture and its effects on their learning of the Norwegian language. The participants responded to a set of questionnaire and one open-ended question adapted from Bada (2000) and Genc and Bada (2005). Descriptive statistics and qualitative analysis procedures were used to analyse the data. The results showed that teaching culture to immigrant students raised their cultural awareness of their own and the Norwegian society. It also improved both their language skills and attitudes to the Norwegian culture. The study revealed some similarity between the students' views and the theoretical benefits of a culture class as argued by some experts in the field. The results provide some further evidence of the benefits of learning cultural content as an integral part of learning a new language.

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Minority Students’ Perceptions of Schooling and Teachers Quality to Support Their Learning in Norway

Cited by 4 publications

References 10 publications

Somali Students’ Perceptions of a New Zealand Primary School.

Somali Students’ Perceptions of a New Zealand Primary School.

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Teaching Immigrants Norwegian Culture to Support Their Language Learning

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