OECD Reviews of Migrant Education: Sweden 2010

Taguma, Miho; Kim, Moonhee; Brink, Satya; Teltemann, Janna

doi:10.1787/9789264086234-en

Cited by 25 publications

(31 citation statements)

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“…LI students taken as a whole attain higher results than L2 students, and the diflFerences increase in upper secondary education (Taguma et al 2010).…”

Section: Educational Perspectivesmentioning

confidence: 81%

Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing

Magnusson

2013

FOL

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This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e.g. nominalizations) in 365 texts written by Swedish mono-and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingual students. Multilingual students with early and late ages of onset use GM more than multilingual students with onset ages between these two extremes. A relation was found between the occurrence of GM and the use of the potential functions of GM, e.g. expansion of the nominal phrase, which was used more frequently in texts with a higher GM density, contributing to the construction of specialized, educational knowledge. The occurrence of GM was compared to the occurrence of L2 deviations in a subcorpus. These results are interpreted in relation to the Interdependence Hypothesis formulated by Cummins (1979).

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“…LI students taken as a whole attain higher results than L2 students, and the diflFerences increase in upper secondary education (Taguma et al 2010).…”

Section: Educational Perspectivesmentioning

confidence: 81%

Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing

Magnusson

2013

FOL

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“…The findings of Han and colleagues' (2012) study demonstrated that preschool education experience do positively impact immigrant children's academic skills, nevertheless immigrant children continue to perform lower on most academic tasks than their native peers. Studies reporting the secondary analysis of the Program for International Student Assessment data demonstrated that despite the legal and pedagogical regulations and reforms the academic achievement gap between the native and immigrant children in Europe persists into the upper grades (Jensen & Rasmussen, 2011;Pásztor, 2008;Schnepf, 2008;Taguma, Kim, Brink & Telteman, 2010).…”

Section: Resultsmentioning

confidence: 99%

Does Preschool Education Help Immigrant Children Reach Their Native Peers’ Academic Levels?: A Case of Turkish Immigrant Children in Sweden

Toran

2016

BUEFAD - BUJFED

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Abstract:The disadvantages associated with immigration put the children of immigrant families at risk for academic failure. This study investigates the efficacy of educational support provided by the Swedish preschool system to the children of the Turkish families who migrated to Sweden. In this study non-equivalent control group design was used. The sample of the study consists of a total of 45; 5 years old preschool children, 23 Swedish children and 22 Turkish children receiving native language support. During the research both groups continued attending regular public preschool program. Bracken Basic Concept Scale -Revised Form was used as a data collection tool. The results demonstrated that the Swedish preschool education programme was effective in supporting Swedish and Turkish children's concept acquisition and school readiness. Nevertheless, the programme was not able to close the gap significantly between the Turkish and Swedish children's concept acquisition and school readiness observed prior to program implementation. Anahtar Sözcükler: okul öncesi eğitim, göçmen çocukları, İsveç okul öncesi eğitimi, okula hazırlık, kavram edinimi, anadili desteği

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“…Students with immigrant backgrounds in Sweden (2007Sweden ( -2008 were considerably less likely to qualify for national secondary school programs than children with Swedish backgrounds (77 percent vs 91 percent) (Taguma et al, 2010). Qualification to national programs does not only concern grades but also the successful completion of core subjects (Math, English and Swedish).…”

Section: Lower Enrollment Rates?mentioning

confidence: 97%

Nordic Economic Policy Review

Ministers¹

2012

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OECD Reviews of Migrant Education: Sweden 2010

Cited by 25 publications

References 0 publications

Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing

Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing

Does Preschool Education Help Immigrant Children Reach Their Native Peers’ Academic Levels?: A Case of Turkish Immigrant Children in Sweden

Nordic Economic Policy Review

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