Teachers’ approaches to social inclusion in second language teaching for adult migrants

Helena Colliander; Sofia Nordmark

doi:10.3384/rela.2000-7426.4653

Authors

Helena Colliander Linköping University https://orcid.org/0000-0001-8475-9572
Sofia Nordmark Linköping University https://orcid.org/0000-0003-2705-1230

DOI:

https://doi.org/10.3384/rela.2000-7426.4653

Keywords:

social inclusion, migrant education, second language teaching, learnification, teachers’ approaches

Abstract

Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews with teachers. The findings highlight that the teaching is enacted to develop the students’ language skills for formal qualification and everyday life as well as their knowledge of Civics and norms in Swedish society. Thus, conceptualising the students as emerging participants, lacking skills and knowledge as language users and citizens. This teaching enactment reflects qualification and socialisation as central aims of education, but less of subjectification processes. Consequently, social inclusion is conceptualised as migrants adjusting to society in predefined ways.

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Author Biographies

Helena Colliander, Linköping University

PhD, Associate professor in the division of Education and Adult Learning

Sofia Nordmark, Linköping University

PhD and Associate Professor in Social work

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