ABSTRACT

This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.

摘要

本文调查了学校教育规则，这对于以前很少有学校学习经验的新移民青少年来说可能是新的。目的是研究在瑞典的一所语言介绍学校如何协商与课堂相关的“外部语法”（Gee 2005）——即思想、信仰、价值观、行为和社会互动。民族志数据是在十名学生及其老师的一学年中收集的。该分析考虑了数据中的示例，这些示例分为三大类：时间空间纪律、识字工具和实践的使用以及与他人的关系。其中一些规则似乎促进了在这种特定背景下的学习，但也为学生未来的学习做好了准备，而其他规则似乎适应了这些特定学生的学习先决条件。一些学生挑战这些规则的例子也被分析为学生能动性的示范。