EU-Comenius 2: Aula Cero
1. Introduction... 2
1:1 General objective ... 2
1:2 Selection... 2
1:3 Methods ... 2
1:4 Action plan Sweden / Kristianstad ... 3
1:5 Action plan for the co-operation with participating countries ... 3
2. Interviews... 4
2:1 Questionnaire for interviews... 4
2:2 Families from Kosovo ... 5
2:3 Families from Somalia ... 9
2:4 Families from Arab speaking countries ... 13
3. Report from interviews with 29 Swedish families... 19
4. Statistics. Level of education... 22
5. Summary and comments... 23
5:1 Comments: Families from Kosovo ... 23
5:2 Comments: Families from Somalia... 24
5:3 Comments: Families from Arab speaking countries ... 25
6. Comments to the interviews with Swedish families... 25
7. A comparative analysis... 27
7:1 Comparison between the three different ethnic groups... 27
7:2 Comparison between the Swedish families and the three immigrant groups. ... 27
7:3 Differences and similarities... 28
8. Actions planned... 29
8:1 Local activities ... 29
8:2 Projects ... 29
9. Sweden: A school for everyone ... 30
10. Immigrant education: Active bilingualism... 30
10:1 A favourable linguistic development ... 30
10:2 Guiding principles for favourable language learning. ... 31
11. Methods for improved second language learning, some examples... 32
11:1 TPR (Total Physical Response) ... 32
11:2 Reading and listening... 33
12. The Language Garden in Kristianstad... 36
13. Teaching and games material... 38
14. Acknowledgements... 41
1. Introduction
Participating countries: Spain (Valladolid)The Netherlands (Rotterdam) Sweden (Kristianstad)
1:1 General objective
• To seek possibilities for integration in the respective countries / communities through similar studies in the countries involved.
• To find different methods of integrating people from different ethnic groups in our community.
• To find ways, practical and theoretical, in the three different countries of obtaining optimal integration.
• To draw conclusions through the interview survey as to similarities and differences between different ethnic groups in our communities.
Similarities / differences
It is most likely that the similarities prevail. In order to be able to see and discuss differences these must be made visible. Only then can we understand and accept the differences and thereby understand and accept each other. This in turn is essential for a strong integration capacity in a community.
Adjusting to our differences can unite rather than separate.
This may take a long time, but in our discussions the consensus of opinion has been that it will be worth it, and have thus agreed on this objective in the different countries.
1:2 Selection
At our meetings in Valladolid and Rotterdam we agreed on the following:
Each country selects some of the population groups, which have difficulties in adjusting to their new countries, Spain, Holland or Sweden.
A number of families are chosen for interviews. In addition a number of families from the majority group is to be interviewed, in our case, Swedish families. This is done by teachers at our schools. The interviews may also be carried out by the home language instructors in question.
The groups selected for interviews in Sweden come from Kosovo, Somalia and Arab speaking countries.
1:3 Methods
The home language instructors recorded the interviews, which were then written down, translated into Swedish and then into English.
The questions were the same for all interviews (see 2:1)
The Swedish teachers used a questionnaire, which was sent home to the Swedish families. The questions for the Swedish families were comparable to those asked in the immigrant family interviews.
1:4 Action plan Sweden / Kristianstad
The interviewed families, home language instructors and project leaders get together (each group separately) in order to follow up the interviews in a discussion with the other
participants and the Swedish representatives. We then exchange ideas and suggestions about how to continue our work towards better integration.
Eventually, after the separate meetings in the groups, all the different groups with
representatives from Kosovo, Somalia, Arab speaking countries and Sweden will meet to share and compare opinions, ideas and suggestions for better understanding and tolerance between the different ethnic groups.
Even now study circles, club meetings and interest group meetings on a regular basis have been discussed.
1:5 Action plan for the co-operation with participating countries
The results will be presented on April 21 to 25, 1999 when delegates from Valladolid and Rotterdam are visiting Sweden. After that the work will be followed up by a long term exchange of results and experiences. (See also paragraph 8)
2. Interviews
In order to map out the background of our immigrant families from Kosovo, Somalia and Arab speaking countries the following accounts have been obtained through interviews conducted in a number of schools in Kristianstad.
2:1 Questionnaire for interviews
Interviews recorded on tape or written down 1. Where do you come from?
2. How many years have you been in Sweden?
3. Did you live in anywhere else in Sweden before coming to Kristianstad? 4. What education do you have from your native country?
5. Did you have a professional career in your native country? 6. Why did you come to Sweden?
7. Has Swedish language tuition helped you and your children to adapt and integrate in Sweden?
8. In what way has integration been made easier? 9. Do you have any contacts with Swedish families?
10. What are the differences between life in your native country and life in Sweden? 11. What is most important for your family in the new community?
12. Do you have any suggestions for improving and deepening contacts with Swedish society for the family?
for the children? for the parents? for elderly relatives?
2:2 Families from Kosovo
Interview 1
This family comes from Kosovo and has lived in Sweden for 7 years. They lived in three different places before coming to Kristianstad. They feel that they have been able to adjust to Swedish social life.
In Kosovo the mother of the family was a housewife. The father has technical training and was a mechanic.
They came to Sweden for political reasons.
Going to school and learning a new language has been hard. It is difficult to live in a foreign country with a different culture. They consider themselves too old for school.
For the children it has been easier. They adjusted to society faster. Thanks to their age they had less problems with the language.
The family has no contacts at all with Swedish families.
In their native country the relationship between family and friends is closer.
They think it is important for the families to have more contact with Swedish families. For children it is important to get to know each other and avoid prejudice.
Suggestions: More places to meet (cafés etc) especially for young people after school. Inviting Swedish as well as immigrants for the festivities at Christmas and Easter for example.
Their elderly relatives are not in Sweden. They are all back in Kosovo. Interview 2
This family comes from Kosovo and has been in Sweden for 11 years. They lived in Malmö, Kalmar and Borgholm before moving to Kristianstad.
They have few contacts with Swedish families, but several with families from home. In Kosovo they completed lower secondary education.
The mother was a housewife and the father was a farmer.
They came to Sweden because of political oppression and no rights in Kosovo. The Swedish language tuition has been useful to them, naturally.
It has helped them to get to know and adjust to Swedish society and to speak Swedish. They do not have many contacts with Swedish families at all.
The differences between life in their native country and in Sweden are great. Education is the most important thing now.
School provides opportunities to meet many Swedish people. Interview 3
This family comes from Kosovo and has lived in Sweden for eight years
Before coming to Kristianstad they lived in Helsingborg, Norrköping and Karlshamn.
In Kosovo the mother was a housewife. The Father studied to be a construction worker and worked as a mason.
They came to Sweden for political reasons.
The Swedish language tuition has of course been of great use to them. It has helped them to get to know and adjust to Swedish society.
They have no contacts at all with Swedish families.
The differences between life here and life in Kosovo are not so great. Education is the most important thing now.
Interview 4
This family comes from Kosovo and has lived in Sweden for seven years. They have lived in Ystad, Malmö, Rinkeby and Kristianstad.
They have little contact with Swedish families, much contact with families from their native country.
In Kosovo the mother was a housewife, and the father, who has completed upper secondary education worked as a salesman.
They came to Sweden for political reasons.
The Swedish language tuition has naturally been very useful for them in getting to know and adjusting to Swedish society and learning to speak Swedish.
They do not know many Swedish families and the differences between life in the two countries are great.
The most important things now are school and getting a good education. Suggestion: Establish immigrant councils.
Interview 5
The family comes from Kosovo and has lived in Sweden for nine years
Before coming to Kristianstad they lived in Trelleborg, Malmö, Västervik and Karlshamn. In Kosovo the mother was a hairdresser and the father was a car mechanic
The mother has completed lower secondary school, the father upper secondary school and motor mechanics training.
They came to Sweden for political reasons.
Swedish language tuition has been useful in getting to know and adjusting to Swedish society. They have few contacts with Swedish families.
The differences between life here and life in their native country are not so great. Most important now is education and to have more contact with Swedish families Suggestions: For the parents: a good education, information, meeting people. For the children: more activities with Swedish children.
Interview 6
This family comes from Kosovo, Prishtina, and has been in Sweden for eight years. Before coming to Kristianstad they lived in Malmö, Bergeforsen, Bollnäs, Smedjebacken and Boden The parents have completed lower secondary school in Kosovo. The father was a farmer and the mother a housewife.
They came to Sweden for political reasons.
Of course the Swedish language tuition has helped a lot. They can communicate in Swedish now and can be engaged in work experience schemes.
They have a few contacts with Swedish families.
There are many differences between life here and life in Kosovo. The most important things now are education and finding a job.
Interview 7
This family comes from Prekaz in Kosovo and they have lived in Sweden for nine years. Before Kristianstad they lived in Stockholm, Tranås and Olofström.
They have good social contact with compatriots and Swedish people.
The mother has completed lower secondary school and the father is a university graduate. In Kosovo the father worked as a teacher and the mother was a housewife.
They came to Sweden for political reasons.
The Swedish language tuition has been a good help and the father has a job today. They have many contacts with Swedish families.
There is a stronger link between family and relatives in their native country.
It is very important for the family to keep up the traditions, the language and the culture of the home country.
Suggestions: More contact with Swedish families and a good education for immigrants. Interview 8
This family came from Prishtina in Kosovo seven years ago. They lived in Stockholm, Ludvika, Klippan, Malmö and Karlskrona before moving to Kristianstad.
They feel that they have a good social life
The father has completed upper secondary school and the mother lower secondary school. In Kosovo he worked as a salesman and she was a housewife.
They came to Sweden for political reasons.
They feel that the Swedish language tuition has not been very useful, since the father has not been able to get a job yet.
They have no contacts with Swedish families.
The traditions and culture of the two countries differ very much. It is important for the family to keep up their traditions.
Suggestions: A job and education for the family. Interview 9
This family comes from Gilan in Kosovo and they have lived in Sweden for seven years. Before coming to Kristianstad they lived in Karlshamn and Landskrona.
The father is a youth assistant and has good contact with young people
In their native country both parents have completed lower secondary school. The mother was a housewife and the father was a worker
They came to Sweden for political reasons.
The Swedish language tuition was useful and prepared the way for a good education. The father now works as a welder.
They have many contacts with Swedish families.
They think that people in their native country are strong and affectionate and appreciate each other more than in Sweden.
The most important thing for the family now is being able to work and be self supporting. Suggestions: More contact with Swedish families, more warmth and understanding.
Interview 10
This family comes from Mitrovica in Kosovo. They arrived here in December 1988.
Before Kristianstad they stayed in Ängelholm, Byerum, Norge, Finland, Uppsala and Lund. They first arrived at Ängelholm and stayed there for three months and then they moved to Öland and Byerum. After nine months and twelve days there, they received their third order to leave the country and had to leave Sweden. The family dared not return to their native country but went to Norway and asked for political asylum there. They were allowed to stay in Norway for 14 months.
They had to leave Norway and moved to Finland where they also asked for asylum and were allowed to stay for nine months. After that time they had to leave Finland too but now they could return to Sweden. People have a right to seek asylum again after two years in another country. Now the family settled in Uppsala and were finally, after eighteen months, allowed to stay for humanitarian reasons. Today the family lives in Lund.
Socially the family has good contacts with other families The parents have finished secondary school
The father worked in a factory and the mother was a housewife.
The Swedish language tuition has been a good help. The father has also received training as a welder and is working today. Perhaps he will soon get a permanent job. The mother is still learning Swedish.
They have a few contacts with Swedish families
The most important thing for the family is to learn the Swedish language and get an education.
Suggestions:
For the parents it is important to have a job which gives closer contact with Swedish workmates.
For the children it is important to take part in sporting activities. Interview 11
The family comes from Kosovo (2 adults, 2 children).They moved to Sweden 9 years ago. They have moved 6 times between different towns.
Both parents have completed secondary education, the father has also had vocational training for the restaurant trade. In Kosovo the father worked as a waiter.
The oppression in Kosovo and the war in Yugoslavia made the family move here. Now all their relatives have moved out too, some live in Sweden, others in other parts of Europe. The Swedish tuition was good in order to get started, but it did not give much knowledge of the language.
The language skills develop through contacts with Swedish people at the workplace. The father had a job for four years but is now on sick leave.
The family does not have any contacts with Swedish families at the moment.
The greatest differences between the two countries are the democracy and the opportunities for
the children
.Most important is that the children get a good education and are successful in their careers in Sweden. The adults do not have great hopes for themselves but are content if the children can have a good life.
If there were plenty of jobs it would be easier to get to know Swedish people – at all levels. Elderly do not have the same needs of integration, but for the children it is very important. The individual immigrant’s responsibility for his own and his family’s situation is important.
2:3 Families from Somalia
Interview 1
This family came from Somalia to Sweden in 1992. They have three children who were all born in Sweden.
They lived in other towns in the north of Sweden before coming to Kristianstad in 1994. The mother is an assistant nurse but at present she is a housewife. In Somalia she worked in nursing.
The father worked as a technician in Somalia and is now studying at Komvux (adult education).
They came to Sweden and asked for asylum because of the civil war in Somalia. This is what they say about the Swedish language instruction:
Mother: One understands much more about society and it has helped us to manage on our own in contacts with the authorities and people in general. For the children it became easier to make friends among Swedish children.
Father: The language has helped me getting Swedish friends and I have been able to continue my studies.
We have a few Swedish families as friends which we have got to know through our children. But the contacts are limited to children’s parties.
On the whole the family finds it difficult to get to know Swedish people.
This is what they answered to our question about differences between the countries: Father: In Sweden one does not depend on other people. In Somalia the family and the relatives are more important and one is not so isolated in Somalia.
The most important thing in the new community is the education of the children and to be part of the society.
They have no suggestions for how to improve contacts. Interview 2
This family consists of mother, father and two children. Both children were born in Sweden. They have lived in Sweden for five years whereof three in Kristianstad.
Before coming to Kristianstad they stayed in two different towns in Småland.
The mother has no formal schooling in Somalia but here she has studied Swedish and basic education for adults at Komvux. At present she is engaged in some kind of job-training scheme and has a temporary job.
The father has completed upper secondary education in Somalia and is now unemployed. They have no work experience from Somalia.
They moved here because of the civil war in Somalia. About the Swedish tuition:
Mother: -- It has been very hard work in the beginning, pronunciation and everything was difficult, but at the same time it has been very useful even though it has not helped me adjust to society.
Father: -- The language has not helped me much. I mostly speak English with people. In spite of this, Swedish is the natural language for my children.
The family has no contact with Swedish families.
-- The great difference between Somalia and Sweden is that in Sweden one feels very anonymous and isolated. If it were not for the children we would go back.
The most important thing for this family is to be self-supporting and not have to rely on social security.
The final responsibility for improving contacts between Swedes and immigrants is with the local politicians.
Interview 3
This family consists of mother and father and two children. They have lived in Sweden for two and a half years.
Before coming to Kristianstad one year ago they lived in Malmö and Broby. Both parents are unemployed and attend Swedish language tuition at present. The father worked as a teacher in Somalia and the mother as a shop-assistant. The civil war is their reason for coming.
They say that they have not come so far in their Swedish studies yet and therefore the language has not helped them integrate or adjust.
The family has no contact whatsoever with Swedish families. The children are too young to have Swedish friends.
The most important thing for the family right now is to learn the language and the customs of their new country.
They have no ideas and suggestions for how to improve contacts with Swedish families. Interview 4
This family consists of father, mother and seven children. Three of the children were born in Sweden.
The family comes from southern Somalia and has lived in Sweden for seven years. Before moving to Kristianstad two years ago they lived in four different towns in the north of Sweden.
Both parents are unemployed and have neither education nor work experience. The family fled the civil war like so many other Somalians, who have sought asylum in Sweden and other European countries.
The mother says with regard to the Swedish lessons: “I have not had time to learn the language. I have been a full time housewife. To me it seemed natural to take care of my seven children rather than attend some Swedish class. The few words I know I have learnt from my children.”
The father continues: “I have been to several courses but they have not been of any use to me.”
Those who have been able to profit from Swedish instruction are the children. They attend regular elementary and secondary school and have never needed any preparatory classes. The parents have no contact with Swedish families, but the children have quite a few Swedish friends.
They say that they had better contact with Swedish families during their time in the north of Sweden.
Many things are different here from Somalia, among other things the structure of the society and the weather. Friends and relatives are also more important in Somalia. Here they feel very isolated and anonymous.
They see Sweden as a huge institution with a profusion of material conveniences.
The most important thing for the family in the new country is the education and future lives of their children.
Interview 5
This family consists of mother, father and three children. The family came here in 1989 and has lived in four other towns in different parts of Sweden before moving to Kristianstad one year ago.
Both parents are unemployed.
The father worked as a construction worker and the mother as a child minder in Somalia. They say that the Swedish tuition has not helped them since they are still unemployed after all these years in Sweden.
The family has some contact with Swedish families, mainly the families of their children’s friends from school.
Apart from the isolation and loneliness there is not much difference between Sweden and Somalia.
The most important thing for the family in their new country is the education and future life of their children, and to be self-supporting.
They are planning to start up a business of their own. They have no suggestions for how to improve contacts. Interview 6
This is a family of eight people: mother, father, three teenage children and three infants. Both parents study Swedish, the mother at grundvux (basic adult education) and the father at Komvux (secondary education for adults) in Kristianstad. The small children go to a day care centre and the older ones to secondary school grades 6, 8 an 9. They also attend a preparatory class in Swedish.
Because of the troubles in Somalia the mother first fled to Sweden in 1993. She chose to come here as her sister and her family had moved to the Kristianstad area a few years earlier. Her husband soon followed and arrived in 1994. They tried to find somewhere to live near her sister’s but were sent to the refugee accommodation centre at Alvesta. There they waited for four months for a residence permit. When they got it they found a flat in Kristianstad and have lived here since.
When the father had his residence permit he returned to Somalia and fetched the three older children. They had been living in a little village far out in the country with relatives. The father took them to Kenya. There the children waited for a year for all the formalities to be completed and arrived in Sweden through the agency of the Red Cross in 1995.
The father has a university education from Somalia. He completed law school and practised for 8 months in a law firm in the capital when the war broke out.
The family came to Sweden because they had family here, and because they knew that Sweden represented democracy and freedom.
The father feels sure that the Swedish language tuition has been very useful in many ways. The Swedish language is ”the key to everything”, but the family has also received much information about Swedish traditions and culture and how to adjust to this modern, high-efficiency society. The father has been given the opportunity to get interesting work experience, among others in the kitchen of a restaurant and at a lawyer’s office in
Kristianstad. The parents are very pleased and positive for their own sake and also with regard to the development of their children.
Contacts with Swedish families are practically non-existent. The family has three very young children and thus it is hard for them to go out in the evening etc. The Swedish people they meet are at school, at the day care centre and such places.
In one respect things are different for the father -- he has taken up golf. This sport gives him much enjoyment and stimulation and he also meets Swedish people with the same interest. He has played golf since 1997 and has quickly become a good and much appreciated partner. In the beginning, he tells me, many people seemed sceptical towards ”a black man on the golf course”. People gave him strange looks, avoided answering his questions and did not want to play in the same group as he. However this is not the case any more. The father’s
stubbornness, open-mindedness, curiosity, joyfulness and positive disposition has given him many Swedish friends on the golf course. They often call him when they are going out to play. They have become very good friends and the Somalian family has also been invited to the Swedish homes. The mother however does not feel confident in her contacts with the Swedish families yet. According to the father, taking part in various kinds of sporting
activities is the best way to make natural contact with the Swedes. This goes for adults as well as for children.
The family also has a very positive attitude towards their children participating in different activities like leisure centres, discos (to a limited extent), playing or learning to play music etc in their spare time. The oldest two are active football players and practice several times a week.
The father is also of the opinion that all kinds of work experience, vocational experience placements etc are very important ”in order to get to know Swedish society and other people.” The difference between poor, war-torn Somalia and rich, democratic Sweden is huge. They are two different worlds and everything is different: the climate, food, culture and traditions, the way people think and even the jokes. The character of the people is different: Somalians are naive, very curious, talkative, sociable, positive and interested in anything new. Swedes are more reserved, a bit shy and hard to get into close contact with.
The father thinks that a change has taken place since he came to Sweden in 1994. The Swedes have opened up and are easier to talk to.
The three most important issues for this Somalian family are: That everybody in the family is healthy and feels well, that the children can get a good education and
that the children, when they grow up, manage to get a good job, and hopefully the parents too as soon as possible.
What then might improve contacts between immigrant and Swedish families? Answer: Sporting activities for children and grown-ups, club activities etc.
As mentioned before the family has almost no contact at all with Swedish families just now, mainly because they have small children. The problem is the same for all parents of small children. There is not enough time.
2:4 Families from Arab speaking countries
Interview 1
The father is from Iraq. The mother is from Algeria, and came to Sweden as a tourist. She has a sister living in Malmö.
They met in Sweden in 1990, got married and have lived in Kristianstad all the time. They have three children who were all born in Sweden.
The father has lived in Sweden since 1986 and came to Sweden because of the war in Iraq. They have bought a house and are self-supporting.
He has had different positions as a welder in Kristianstad and she works at a food processing industry. She has studied in Algeria and is a teacher of French.
The reason for coming to Sweden is the war.
They think that it is very important to learn Swedish. If one wants to live in this country one has to be able to speak the language in order to get a job and take part in society.
The children learn the language very fast and play with other Swedish children. The family knows some Swedish families.
In their native countries they socialise a lot more than in Sweden.
The most important thing is for us to live here and have a job and meet and get to know Swedish people. For the children it is essential to meet Swedish children and play together. Elderly relatives are very important to them and they need assistance.
Interview 2
This family came from Iraq in 1988. They have lived in Halstahammar, Marmaverken, Ljusne, Söderhamn, Gävle and Kristianstad.
They got married in 1990 and have two children. The father has studied in Iraq and is an agronomist. The mother is a cashier.
The father came here for political reasons, the mother for love.
The Swedish tuition is very important in order to be able to communicate with Swedish people and get on in society.
They have no contacts with Swedish families. They only have contacts with immigrant families and they say that the differences between the countries are so great that they can not adjust.
The most important thing for the family is to feel safe and live in peace.
They think that the contacts between Swedish people and immigrants could be improved through better knowledge. The media, and education are very important factors.
Parents should speak to their own children and explain why there are immigrants. For elderly relatives there should be different activities like libraries, swimming-pools, evening classes.
Interview 3
The family comes from Lebanon and has lived in Sweden for 10 years. They have lived in Gothenburg, Lerum and Kristianstad.
They have four children.
They have been married for 18 years.
The father completed upper secondary education in Lebanon. In Sweden he has trained as a catering assistant and now has a job in a restaurant.
The mother is a housewife and takes care of the children. They came to Sweden for political reasons.
They have good contacts with Swedish families, but it is much easier to communicate with people from their own country.
The most important things for the family are to be together, i.e. socialise and get to know each other and learn more about the language and traditions.
Best for the children is to meet other Swedish children, play with them and learn the language.
Elderly relatives need some organised activities. Interview 4
This family came from Iraq and has lived in Sweden for four and a half years. They flew direct to Kristianstad.
They have much contact with people from their country.
The father completed upper secondary education in Iraq and the mother has a university degree in electrical engineering from Iraq.
The mother has also worked as an assistant electrical engineer. The father had a grocery shop in Iraq.
The family has come to Sweden for political reasons.
The Swedish instruction has been a great help in adjusting to Swedish society. The children learn the language much quicker.
We have some contacts with Swedish families but we socialise a lot with each other so it is not so easy for Swedish families to get in.
The most important thing for us is to live together and keep our religion and we are very grateful for the right to keep our mother tongue.
Meeting people at clubs and other activities is a good way to deepen and improve contact if one has the time.
Older people should have the opportunity to get together with other old people who speak the same language.
The children get good contacts through day care centres and schools. Interview 5
This family is from Lebanon. They have lived in Sweden for 13 years since 1986. They have lived in two other towns, Växjö and Alvesta in Småland, and moved to Kristianstad in 1989. They are married and have two children.
The father has studied economics and had his own business with 5 employees.
The mother took care of the children but she studied economics too, and helped in the business when she had the time.
The reason for coming to Sweden was the war which has been going on for 18 years and is a terrible thing.
The Swedish tuition is very important but it was not easy in the beginning. Learning the language makes it much easier to communicate with people and get around in society. It is easier for the children to learn the language since they meet other children who speak Swedish at day care centres or at school.
We know and meet many Swedish families, but the difference is that one has to be very careful when talking about the situation in our native country.
The most important thing for us is to accept people for what they are and live and feel safe in the new country.
It is important for the Swedish people to learn more about immigrants through media and school.
Swedish parents must explain to their children why there are immigrants.
Interview 6
This family comes from Egypt.
The husband has been in Sweden for 26 years, the wife for 20 years. They have lived in Kalmar, Malmö, Uppsala and Kristianstad.
They have three children who have Swedish friends and participate in all kinds of activities. The parents also have Swedish friends.
Both parents have a university education and are qualified physiotherapists and have also been lecturing at medical institute in Egypt.
They obtained work permits in Sweden as there was a shortage of physiotherapists at the time.
The Swedish language tuition was very useful. It helped the parents pass the tests and become qualified physiotherapists in Sweden too. The children learnt to get around in society.
They have some contact with Swedish families.
The most important thing for them is to keep their own culture and faith but at the same time adjust to Swedish society
Suggestion: Clubs for people from of all nationalities. Interview 7
This family comes from Ramallah, Palestine. The wife has been in Sweden for 5 years, the husband for 7 years and they have lived in Kristianstad all the time.
They have tried to adjust to Swedish society and their children are happy here.
The mother is a qualified teacher and taught in lower and upper secondary school in Palestine. The father is an engineer and worked for the government.
They came to Sweden as asylum applicants.
The Swedish language tuition has been very useful and facilitates contacts between the children’s school and the parents, who have also been able to help their children with their homework.
The language is necessary for integration into society. They feel that the children speak good Swedish.
In Sweden they can find what is missing in their native country, security above all, and human rights for children and grown-ups.
The most important thing for them is to adjust as much as possible to Swedish society and at the same time keep their own traditions.
”In order to improve and deepen contacts with other people in society one must give more information about refugees and immigrants to all parties. I think it is difficult to get into contact with Swedish families because I think that Swedish society is narrow. If there has been some bad news about immigrants in the paper, for example, Swedish people get a negative picture and consider all immigrants bad. That hurts.
Swedish people think that all Muslims are old-fashioned.
Children should be given a positive picture of immigrants through lessons, information and posters at school and in society in general.
It is important to interview many immigrants and write about them in Swedish newspapers. We have no old relatives.”
Interview 8
This family comes from Gaza, Palestine
The husband has been in Sweden for 22 years and the wife 11 years
Before moving to Kristianstad they lived in Södertälje and Uppsala. They have five children, live in a house of their own and run a business. Three children go to school and two are at day care centres. They are all happy in Sweden and have good contacts with Swedish families and Swedish friends.
The father studied economics. In Palestine he worked as a farmer, estate agent and salesman. The mother trained as a secretary.
The father came to Sweden to study at the university to become an engineer but he never graduated. The mother came to have her baby.
They both think that the Swedish tuition has been useful. They were able to find work, make Swedish friends and get to know another culture.
The children have many Swedish friends and take part in various activities They have much contact with Swedish families.
The main differences between Sweden and their native country are: the weather, family relations and security (especially for the children).
The most important things now are the bringing up and the education of their children. Suggestions to improve contacts:
Arrange different kinds of activities for Swedish people and immigrants together. Make it easier for immigrant families to move in among Swedish families.
For children: excursions, integration of immigrant children at recreation centres. For parents: find suitable jobs for immigrants to match their education.
Interview 9
This family came from Iraq to Kristianstad two years ago. They have five children who all go to school. The father works at the Red Cross one day per week. They have no contact with Swedish families.
The father completed secondary education in Iraq, the mother has been to elementary school. He worked as a farm hand and a driver, she was a housewife.
They left their country for political reasons and the discrimination in Iraq.
The Swedish language tuition has been a good help. The parents learnt enough to manage get on in everyday life. The children get a chance to study, get a good education and adjust to Swedish society. They can also make new friends among Swedish children.
They have no contacts with Swedish families.
There are many differences between the two countries, e.g. language, religion, way of life, culture.
The most important thing is to learn the Swedish language, in order to understand Swedish society and know what is appropriate and correct and what is not.
Elderly relatives: They have none, but we think it is important to have special clubs and activities for them.
Interview 10
The husband comes from Iraq and the wife from Jordan. They have been in Sweden for two years. They have three children, one girl in school and two at a day care centre. The parents are both unemployed. The husband studies and the wife is expecting a baby.
Both husband and wife are trained interior decorators from Iraq. He was just finishing university when moving here, and she has practised her profession in Iraq.
The husband sought political asylum in Sweden and the wife was granted a residence permit. They think that the Swedish language tuition has helped them. The wife can speak Swedish now and manages. She has been engaged in some public relief work.
The husband also speaks Swedish and has had different jobs, but he can’t get anything that corresponds to his training.
The children get on well, they know the language and have many friends, both Swedish and of other nationalities.. They like school and feel Swedish.
Materially and financially life is better in Sweden than in their native country, but they feel that the social life was better in Iraq.
The most important things are to keep their religion and their culture, to protect their children, especially girls, from the negative aspects and things that they find wrong in Swedish society. Suggestions: They think that Swedish people should open up and give immigrants a chance to integrate. Arrange special activities and parties in their homes to get to know each other and be friends.
There are no problems for the children. They play with Swedish children at school. Elderly relatives take part in the same activities as the rest of the family.
Interview 11
This family comes from Lebanon. They have been in Sweden for 11 years and lived in Bollnäs before coming to Kristianstad.
The wife studies and the husband works as a chef. The children go to school and are happy with their life in Sweden. There are three children.
The wife completed lower secondary education in Lebanon and the husband upper secondary education.
The wife worked as a private tutor for four years and the husband has been engaged as an interpreter for the UN in Lebanon.
They came to Sweden as asylum seekers.
The Swedish language tuition has been useful. It is important for the parents to learn Swedish in order to manage in society, help their children with their schoolwork and to find a job. The children feel Swedish and have many friends both Swedish and of other nationalities. They have many contacts with Swedish families.
There are some differences between the countries. Here they feel freedom. Traditions are a bit different, religion very different, life is more peaceful and the husband feels safe.
It is important for the family to be able to keep up their own traditions, faith, culture and their language.
Suggestions:-- I have no problems with the Swedes, but I think the problems that exist are due to different personalities and language.
For the children: Make sure the children learn the language. It makes everything easier. Arrange parties but consider those who do not eat pork.
It is important for the Swedes to make contacts with the immigrants and help them with the language.
Interview 12
This family comes from Syria. The husband has been in Sweden for ten years and the wife for six and a half years. They have lived in Helsingborg before coming to Kristianstad.
They have no children, are both unemployed and have no contact with Swedish families. The wife is a qualified teacher and the husband has completed upper secondary education. In Syria she worked as a teacher and he was in the military and worked as a driver.
The husband came here as an asylum seeker and the wife was granted residence permit since her husband was here.
The Swedish language tuition helped them in one way. They got the opportunity to work and were both offered temporary employment. The husband worked as a mason and the wife in a day care centre but then they did not get any more jobs. Since then they have only attended courses of different kinds.
They have no contact at all with Swedish families and they think that the differences between here and their native country are great. For example, there is no social life in Sweden, there seems to be no religious faith in Sweden, culture and traditions are also very different. Suggestions: --Clubs and activities where Swedish families are invited is a good way to improve contacts.
For elderly relatives some kind of activity centre with sewing machines, looms, crafts, a kitchen etc. There should also be a Swedish down to earth person who could take care of things and make everyone feel comfortable.
Interview 13
In this family the father comes from Iraq and the mother from Poland. They have lived in Sweden for 15 years and before coming to Kristianstad they lived in Karlshamn.
The father has completed upper secondary education in his native country, Iraq, and after that 4 years of technical engineering studies in Poland.
The mother also has studied technical engineering for two and a half years.
It was at the Institute of Technology in Poland that they met, got married and had their first child. Now they have two children.
Neither of the parents had any work experience before coming to Sweden.
The father came to Sweden for political reasons. When he had obtained a residence permit his wife and son followed.
The parents first studied Swedish for three months and then they studied again for another six months. It helped them to managed on their own, do the shopping, see the doctor, talk to teachers and child minders etc. It was a relief for them not having to depend on an interpreter. Their son started at a day care centre when he was 2 and learnt Swedish there.
The parents have a few contacts with Swedish families but mostly with mixed families, where one party is Swedish and the other from some other country. The children have many Swedish friends.
The feeling of security in Sweden is important but they miss a social life with much contact with relatives and a wide circle of friends.
The most important thing is to be able to feel at home, to have a job, to be like everybody else, and to be looked upon, not as a foreigner, but as the person one really is.
Knowledge and skills should count when applying for a job, not the family name. The family has actually considered changing their family name.
Suggestions: Create more meeting places, cafés etc. where people can meet spontaneously. Develop parent / teacher meetings so that families can get to know each other better. Encourage good pupils at school.
Fight truancy among pupils
3. Report from interviews with 29 Swedish families
Report from interviews with 29 Swedish families with children in four different classes at Fröknegården School, Kristianstad
1. How many persons are there in the household?
One adult + 1 child 1 One adult + 2 children 3 One adult + 3 children 1 One adult + 4 children 1 2 adults + 1 child 5 2 adults + 2 children 8 2 adults + 3 children 8 2 adults + 4 children 1 3 adults + 1 child 1
2. How many times has the family moved? Within the municipality?
Never 11 Once 7 Twice 5 Three times 3 Four times 4 Five times 1
From another municipality?
Never 27 Once 1 Twice 0 Three times 0 Four times 0 Five times 1
3. What kind of education do the adults have?
Lower secondary school only 10 Upper secondary school 19 Vocational training 19 University degree 6 Unknown 1
4. What occupation do the adults have?
Student 3 Employed 43 Unemployed 6
5. Does the family socialise with any immigrant families?
Yes 7
No 22
6. What do you regard as the most important issue for the family?
Solidarity and kinship 6
A nice job 1
Good health 3
Good medical care 1
Comfort and well being 3
Harmony and concord 1
Standing by for each other 2
Responsibility 1
Honesty 1
Good education 3
Resist racism 1
Friendly atmosphere in the family 2
Security 1
Good upbringing 1
The financial situation 4
Being able to talk about everything 1 Where to go on holiday 1
Happiness 1
A healthy lifestyle 1
Respect and esteem for each other 1
No answer 8
7. What do you consider to be the most important thing for your children?
Security 7
Education 7
Good family life 5
Well being and good health 6
Happiness 1
Good upbringing 1
Good relationship with other people 1
Progress at school 2
Feeling comfortable with oneself and others 1
Individual help at school 1
Self-confidence 2
Family and friends 1
A good school 2
Healthy food at school 1
Freedom 1
Learning about life 1
Solidarity and kinship 3
Leisure activities 1
Love 2
A good life 1
Happiness at school 1
8. What do you think should be done at school for your children’s best?
School should be a good start in life 1 Qualified teachers (better teachers) 2
Good environment 3
Quiet lessons 2
A lot of responsibility 1
Active lessons 1
Instructive lessons 1
Everyone must be able to understand and keep up. 1
Stop harassment and bullying 2
Individualised teaching methods 3
Everyone should be able to reach the goals 1
Good education 1
Show consideration 1
Fight racism 1
Keep parents continually informed 2
Show and inspire to solidarity 1
School should teach (not the parents) 1
Smaller classes 2
Co-operation family / school 1
Listen to the pupils 1
Show and inspire to respect for other people 1
Discipline 1
Make pupils feel pride 1
Teachers should have more time for the pupils 1
Encourage and teach co-operation 1
Make the most of everyone’s talents 1 Teachers should give of their best and inspire
pupils to do the same 1
It is fine the way it is 3
4. Statistics. Level of education
Level of education for Sweden’s population between 16 and 74 by sex and age. January 1, 1998
Sex / Age Population 16-74 Elementary school Lower secondary School Upper secondary school <=2 Upper secondary school 3 yrs Post secondary education < 3 yrs Men Women Total
5. Summary and comments
5:1 Comments: Families from Kosovo
Reasons for coming to Sweden
The majority has come for political reasons. Education
The level of education is varied within the group: university graduate, farmer, mechanic, welder.
Mostly it is the men who have an education and the women have been housewives. Background
The majority has stayed at several refugee accommodation centres in Sweden before coming to Kristianstad.
Some families moved from country to country before coming to the Swedish refugee centres and then finally being permitted to settle in a municipality.
Social life
All families want to have more contacts with Swedish people. There is a demand for so called meeting places, longer and more intense parent teacher meetings in schools and more
information about different clubs and associations frequented by Swedish people.
The elderly in the families have difficulties because other people their age are still in Kosovo It is often more difficult for them to learn Swedish and make friends in this country.
Visions for the future To get a job
To get an education
A good future for the children in the Swedish society including good recreational activities and a good education.
5:2 Comments: Families from Somalia
Reasons for coming to Sweden
The majority has come because of the civil war. Education
The level of education is varied within the group. Usually the men have a higher education than the women. Some wives have chosen to be housewives in Somalia as well as in Sweden, as they often have many children.
Background
The majority stayed at different refugee accommodation centres in Sweden before being placed in a municipality.
Social life
Most families want to have more contacts with Swedish people. ”It is the responsibility of the local politicians to facilitate integration.” They are grateful for the security that they can feel here. Many families say that they have received good information and instruction in the Swedish classes. Practical work schemes are particularly appreciated because at the work places they have ”finally” had a chance to meet Swedish people. Some families say that the best way to learn Swedish is through contacts with Swedish people. One man has taken up golf which he finds very positive. At first the Swedes had problems with ”a black man on the course” and nobody wanted to play in the same group as this Somalian. Today it is quite different. The family now has many Swedish friends and they have been invited to their homes. The difference between ”poor, war torn Somalia and rich, democratic Sweden is huge”, both with regard to climate, food, culture, traditions, the way people think and the way people make jokes.
”Somalians are naive, very curious, talkative, contact seeking …”
”Swedish people are reserved, a little shy and difficult to get into close contact with.” Visions for the future
To get an education and a good job for both grown-ups and children. For everybody in the family to be healthy and have a good life
Good recreational activities, meetings of various kinds so that people from with different cultural backgrounds can meet and understand each other better.
5:3 Comments: Families from Arab speaking countries
Reasons for coming to Sweden
The majority has come for political reasons or because of war. The families come from Algeria, Iraq, Lebanon, Syria and Egypt. Education
The level of education is generally high for both men and women. Background
One or two families came direct from a war zone. The majority have stayed at different refugee accommodation centres in Sweden before being placed in the municipality of Kristianstad.
Social life
Several members of these families are unemployed even though they are well educated. Several have spent many years in Sweden and have given up hope of ever finding a job in Sweden.
The families want to have more direct contact with Swedish people in clubs, study circles etc. Generally the children have many Swedish friends.
Religious respect is important for these families and they think that the media should give more information about similarities and differences between cultures.
Visions for the future To find a job.
To give the children a good future life here To meet Swedish families
To live in peace and freedom
For the children to grow up in security
6. Comments to the interviews with Swedish families
Question 1: How many persons are there in household?The family structure differs somewhat from that of the families from Kosovo, Somalia and Arab speaking countries. The Swedish families in general do not have as many children. Among the 29 families there are five families with only one child, eight families with two, and eight families with three children.
Question 2: How many times has the family moved?
Only two families have moved here from another municipality. Eleven families have never moved even within the municipality.
Seven families have moved once, and five families have moved twice within the municipality. Question 3: What kind of education do the adults have?
In 19 of the 29 families the adults have completed upper secondary school, 19 have some kind of vocational training, six are university graduates and ten have only lower secondary
education.
Question 4: What occupation do the adults have?
43 people are gainfully employed, 3 are students and 6 are unemployed. Question 5: Does the family socialise with any immigrant families?
22 families answered NO and seven families answered YES.
Question 6: What do you regard as the most important issue for the family?
There is a wide range of answers.
Solidarity and kinship are important issues for six of the families. Four families consider the financial situation to be essential. Eight families did not answer the question.
Question 7: What do your consider to be the most important thing for your children? Seven families list security as number one
Seven families regard education as the most important thing Six families consider good health to be important
A good family life is important to five families.
Concepts like happiness, a good upbringing, a good relationship with other people, feeling comfortable with oneself and others, and a good life have only been listed as important by one family each.
Question 8: What do you think should be done at school for your children’s best? Eight families did not answer this question.
Three families answered: a good environment. Three families listed individualised teaching methods
7. A comparative analysis
This report must not be regarded as a scientific document, the basis of out survey being far too limited.
However the families have been selected randomly and we do feel that the interviews have given interesting information, which can be analysed, to some extent.
7:1 Comparison between the three different ethnic groups
(Kosovo, Somalia and Arab speaking countries):
Education: As a whole the men have a higher education than the women. Most of the Somalian women have been housewives in their native country and do not learn Swedish as extensively as women from Kosovo and Arab speaking countries.
The number of children (three to five) in the families is the same for all three groups.
Social life: The families socialise mostly with families who speak the same language. It is not common for adults from one of the groups to socialise with adults from another group. Their children however often make friends with children from other groups.
The families miss the social relations of their native countries. Many people are unemployed.
Background in Sweden: Most families have had to move several times between
accommodation centres in Sweden before they were allowed to settle in a municipality. Some have applied for a residence permit many times, have been turned down, have applied again etc.
Religion: Within these groups different religions are represented but the majority are Muslims with varying degrees of faithfulness. Many Muslims feel that their religion is the uniting link with Muslims from other countries here in Sweden.
Visions for the future
Everybody hopes for a job, education and a good future for their children. All families also express their wish to meet and get to know Swedish families.
7:2 Comparison between the Swedish families and the three immigrant groups.
Education: Both women and men in the Swedish families generally have a higher education. It is more common for Swedish men and women to have a job.
The Swedish families have fewer children.
Social life: It is very unusual for Swedish families to socialise with families from other ethnic groups.
The value of social relations and solidarity is not so clearly expressed by the Swedish families.
Background: The majority of the Swedish families have always lived within the municipality of Kristianstad. This is a very important difference from the immigrant families who have experienced much insecurity with repeated removals and new environments.
Religion: The Swedish families do not mention religion in their answers.
Visions for the future: Good education, good health, security in the family and self-confidence are things which seem important to Swedish families.
Swedish families do not say that they want increased social contacts with other people.
7:3 Differences and similarities
Swedish families compared with the three other groups.
Similarities
The importance of the family Jobs and education A good future for the children
Differences The woman’s
role Want for social
contact The importance
of religion
8. Actions planned
(see also 1:4)
The aim of this report has been to look for and define any differences and then to find methods to bring people from different cultural backgrounds closer together.
8:1 Local activities
Meetings with the separate groups have already taken place.
Larger meetings with the Swedish group and the three immigrant groups are being planned. We wish to promote and support informal meetings through clubs, associations, study circles, interest groups etc. and hope to be able to create such meeting places in cooperation with the groups.
We will also provide improved information about different Swedish clubs and organisations, sports facilities, musical and cultural activities, cooking classes, swimming lessons etc. We will support different activities, for example, invite any persons of interest who might lecture / lead discussions and assist in developing social activities and contacts between different groups of people.
These activities are planned on a long-term basis and even the smallest positive results are successful steps towards greater understanding between people.
8:2 Projects
For the second year we will organise a so called Language Garden, where approx. 60 children from different countries get together to learn about the community and the environment they live in, while practising and improving their knowledge of the Swedish language. (See 12.) A Film project is planned for the autumn. The project focuses on African film and will be realised with professional support in cooperation the organisation ”Film i Skåne” and the Regional Museum of Skåne.
Schools as well as the public will be invited to an ”African week” in connection with the United Nations’ Day. African films will be shown and members of the African groups in Kristianstad (Somalia, Eritrea etc.) will be there to give information.
A video film is being produced in which Somalian pupils, in dramatised form, present stories of their own, their opinions, visions and dreams.
Later on we hope to be able to make a film based on manuscripts written by pupils (12-16 year-olds) in one of our schools in a joint project involving several different school subjects.
9. Sweden: A school for everyone
The goals of the Swedish school system are based on the common values that everyone, regardless of abilities and qualifications, is entitled to support and help in order to gain knowledge and understanding in a democratic society.
This means that schools support the integration of the pupils in a number of ways.
10. Immigrant education: Active bilingualism
Several documents it is stated that Swedish schools should work towards active bilingualism for immigrant pupils.
It is however not quite clear what is meant by active bilingualism. There is no clear definition of the term and different criteria can be used (origin, competence, attitude etc.).
The functional principle seems however to be the most useful approach. The bilingual person is then able to use the two languages in the functions where they are needed.
If this person comes from Turkey, and wants to be a systems engineer in Sweden, it is thus sufficient for him to be able to study this subject in Swedish, he does not also have to know how to speak baby-talk with his infant baby in Swedish. This will do in Turkish. He can talk to his relatives in Turkish and read daily papers and literature in both Turkish and Swedish.
10:1 A favourable linguistic development
Working with children and young people from different linguistic and religious backgrounds is stimulating and demanding.
The children are often bilingual, which naturally is an advantage, but many of these children have difficulties caused by finical problems in the family, unemployment and socio-emotional problems leading to marginalization in the community.
It is very important for these children to feel secure in their environment and to be encouraged in their endeavours to learn. This is also a prerequisite for a favourable language learning situation. It is of vital importance that they can develop a positive identity and be recognised as individuals in the old, as well as in the new cultural environment.
It is essential that the staff working with immigrant children is well trained and highly qualified and can create an inspiring atmosphere with stimulating teaching methods.
10:2 Guiding principles for favourable language learning.
• To use the term Swedish as a second language instead of Swedish 2 as the latter may seem to imply second class tuition.
• To make sure that teachers of Swedish as a second language are highly qualified (40 p for grades 1-7, 60 p for grades 4-9)
• To offer instruction in Swedish as a second language to everyone, which is not the case today.
• To work towards increased competence of Swedish as a second language for all teachers. The social subjects in particular cause problems for immigrant pupils.
• To timetable Swedish as a second language parallel with Swedish as a mother tongue. The pupils should not attend both.
• All personnel must promote bilingualism for the pupils.
• All personnel must in every way promote and support home language tuition and understand the importance of guidance in the mother tongue of the pupils.
• All personnel must show a positive attitude to bilingualism and regard it as a wealth for the individual and society.
• All personnel must help to reinforce the status of home language tuition and Swedish as a second language.
• To consider bilingualism a qualification for recruitment
• To consider Swedish as a second language a qualification for recruitment
• To offer some lessons in the mother tongue.
• To establish a certain number of ethnic day care centres and pre-schools, especially for those children whose mother tongue has a weak position.
• School personnel should have a cultural competence, with regard to their own as well as other cultures, to be able to help bridging the differences.
• School personnel should be able to handle and prevent cultural conflicts.
• School personnel should understand the effects of the social structures and how these influence the children’s situation.
• School personnel should apply an intercultural instead on a multicultural approach.
• School personnel should reinforce the intercultural perspective in their working methods.
11. Methods for improved second language learning, some examples
11:1 TPR (Total Physical Response)
This method of language learning was developed by James Asher, professor of psychology, USA.
It is mainly a method of listening comprehension. The teacher asks the pupils to do things and then they do it, e.g. Stand up! Go to the window! Or on a more advanced level: Go and fetch a book written by an American writer from the top shelf in the next room.
This method is very good with beginners when the general objective is to give the pupils an enlarged vocabulary, but it is also useful in preparing more advanced pupils for a specific theme or a text. The instruction is mainly oral, training the pupils to understand spoken language, but it does not exclude speaking, reading and writing skills. This method puts high demands on teacher activity and the pupils must be very attentive. This does not however create a problem (as often in other teaching situations) as the pupils do not regard TPR-lessons as ”real” TPR-lessons but rather as a game and fun.
The TPR-method is based on the way a child learns its first language. During a long period of time the child actively listens to voices around it. It is asked to do various things like look!, hold!Pick up the red brick and put it in your room!. We do not expect the child to answer with words but actually do what we say.
The child listens, acts and learns both the meaning of the words and, eventually, how the sounds are produced to be comprehensible for people around them. There are no demands for grammatical or syntactical correctness nor for correct pronunciation.
The TPR-method is useful for pupils of all ages. The only limitation is the imagination of the teacher. All kinds of materials and objects, old and new, can be used to illustrate and concretize language. There are always new angles of approach and new possibilities to be found.
Examples: Lesson 1
Sit in front of the pupils and say STAND UP. Show the pupils with gestures that they too should stand up.
SIT DOWN (you sit down and the pupils do the same) WALK, STOP SIT DOWN
Gradually let the pupils do what they are told without helping them with gestures.
Once the pupils can carry out the commands correctly and without hesitation, you can move on.
Remember to show very clearly when something new is introduced, but do not repeat more than necessary.
POINT AT A window. POINT AT A DOOR.
Do it together, and then start adding words like a desk, a chair, a pencil to the vocabulary. POINT AT A DESK. POINT AT A CHAIR. STAND UP. POINT AT THE DOOR. GO TO THE DOOR. POINT AT A CHAIR. GO TO A CHAIR. SIT DOWN…
One must not forget that this first stage quickly becomes stereotyped, and that the pupils learn very fast. It is therefore usually possible to add new difficulties after only a few minutes. JUMP. SIT DOWN. WALK TO THE WINDOW. POINT AT A PENCIL. RUN TO THE DOOR…
By telling a pupil to point at one object and then run to another object we avoid a situation where the pupils can predict what they have to do.
The pupil must never feel sure about what is coming next. That would kill motivation and the ”thrill” of the game.
Do not introduce too many new words at a time. Three is a good number. Even now it is easy to combine the words in a large number of new phrases. Try to create unusual or odd
situations, if possible, as this will increase motivation and concentration. An emotional involvement, laughing or giggling improves learning considerably.
POINT AT A WINDOW, WALK TO THE DOOR, POINT AT A PENCIL, GO TO THE PENCIL, SIT ON THE PENCIL…
The pupil may hesitate but it is enough to repeat the command once and the pupil will understand that he heard correctly.
It is easy to help weaker pupils who feel uncertain by letting one or two pupils do the same things together.
Situations that are stressful or embarrassing for the pupils must be avoided. It is essential that each pupil is given the opportunity to act at least once with each word.
Let the pupils control the lessons. Bring in new words and commands when they are ready – not too early but not too late either. If things go too slowly they will be bored.
11:2 Reading and listening
Fairy tales and stories
Fairy tales are very useful at all levels. The pupils can tell the class a tale from their own country. They can ask parents and grand parents to tell them a story which can then be told in front of the class.
The younger children may want to draw and paint their story and the older pupils can write theirs down in their native language. Here the home language instructor might come in and help.
