Browsing by Author "Jonkka, Maija"

Newly arrived students are children who have been studying with their language of instruction at most four years. Number of immigrants is increasing and because of that there are also more newly arrived students at comprehensive schools, so it is important to have more research. There are many ways to arrange the education of newly arrived students, mostly in preparatory classes or directly in mainstream classes. However, the target is that those students get that kind of language and subject skills that they can later manage in mainstream education. The aim of this study was to concentrate on that integration of newly arrived students, from preparatory class to mainstream class. The target was to provide an overview of the previous research that has been done in the 2010 century and introduce the themes that have been emerged from previous research. This study was carried out as a literature review. In order to answer to research questions, it was read previous research from Finland and Sweden. The previous studies were read carefully and after that those were classified to themes. I categorized and analyzed the results of previous studies around the following themes: integration to mainstream class, challenges in mainstream education, arrangements as a support measure and teaching methods as a support measure. The importance of collaboration between teachers for the integration process to mainstream class was mentioned in many studies. Challenges in mainstream classes were often related to the language but also to the forming of relationships with other students. Both teachers and students thought that the language of subjects were difficult for newly arrived students. In the previous studies were emerged many support measures for newly arrived students and those were arranged either before, during or after the lessons. According to research results, teachers supported newly arrived students among the others by using visual ele-ments and linking concepts to contexts.