**Author details**

*Global Social Work - Cutting Edge Issues and Critical Reflections*

**7.3 Utilized past – native language and study counselor**

national course.

collaboration.

interact.

pupils.

continued and deepened learning.

knowledge is respected and utilized in instruction. The teachers say that the IMS-pupils can be offered to participate in the subjects, English or Social Studies, for example, in the national program. Some pupils may attend individual lessons in subjects without being admitted, while other pupils may be admitted and attend the

Nonetheless, a shortage of places in the classroom may limit or set a stop to such

Pupils' web or net of languages, thought, and knowledge develops in interaction with the environment [8, 18] and dependence on others when pupils take advantage of their underlying resources in different learning contexts. Cummins and Schecter [14], Cummins [3–5], García [6], [7], and Williams [15] discuss this in terms of

The aforementioned means that pupils develop their expertise in language as well as in other areas when they use their language, knowledge, and learning, their skills in different contexts. To be able to use underlying skills in school instruction without distinguishing them, to be supported by study guidance in a language that one understands so as to understand the instruction given in another language, can be discussed in terms of translanguaging ([4–7]: [15]). Translanguaging appears in this context as an ecological teaching and learning strategy [8, 18], a strategy that makes learning possible. Ecological strategy may be the teachers describing pupils who do not keep their language aside, but rather let their language and knowledge

Changed requirements and circumstances within IMS have brought increased collaboration between the teachers in IMS and in the national subject courses. Changed requirements and circumstances within IMS have also brought an increased number of subjects and levels of instruction being offered to the

The challenge that both teachers and IMS-pupils face, to be qualified for the public secondary school, is discussed by researchers such as Bunar [9] and Cummins [5]. Immigrant pupils' difficulties in obtaining eligibility depend on how the instruction is organized, whether the content is comprehensible for the pupils and on the amount of time [5, 9]. The pupils, who arrive late during their compulsory school years, have just a few years to achieve passing grades for the compulsory school subjects. Teachers' need in-service training in order to meet these pupils in the best way and the pupils need support in both language and knowledge areas in

These topics come up in the interviews with IMS-teachers who teach in an organization under constant change. The number of pupils varies; the pupils' school histories differ. The common goal of the instruction within IMS, however, is for the pupils to be qualified for the national program in the public secondary school before

*They really have to hurry […] much depends on their own hurry in determining whether they are prepared for further study or for a vocational program [… …] because of their own hurry they dismiss certain opportunities […] it is not because we choose not to, but because they are in a hurry to see an actual vocational train-*

**7.4 Urgency and challenge to become eligible – postponed future**

order to understand the content in the given instruction.

*ing or a job sometime in the future.*

**212**

they turn 20 years old.

Ann-Christin Torpsten Department of Pedagogy and Learning, Linnaeus University, Sweden

\*Address all correspondence to: ann-christin.torpsten@lnu.se

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
