The reception of newcomer students into English classes in mainstream education in the Swedish school system from a teaching perspective

This study examines the reception of newcomer students into English classes in Swedish schools from a teaching perspective as well as the effects newcomer students have had on the teaching of English. It also asks if newcomer students have had access to the support measures recommended by The Swedish National Agency for Education (Skolverket). A questionnaire was distributed to English teachers at secondary school level via two Facebook communities. It consisted of 14 multiple-choice questions and the opportunity for the respondents to give their opinions on their working conditions etc. Analysis of the data shows that: Schools in a wide diversity of communities were affected by the newcomer students. Many teachers had students who had no access to study help. Cooperation between the English teachers and their colleagues was sporadic but appreciated, as was the newcomer students’ multilingualness. The majority of the teachers were dissatisfied with teacher training regarding the reception of newcomer students. The study argues that the Swedish school system is not in tune with the multicultural developments in Swedish society and advocates a school system based on intercultural values that are less ethnocentric and more inclusive