Example of an analytical table; School 4 (simplified for the article)
| Selection of quotes from the interviews | Arrangements |
|---|---|
Sayings: “We thought they will learn the language while studying and at the workplaces.” “There’s so much theory in Health Care.” “You have to be able to communicate with patients and with your colleagues. It’s important for patient safety.” “The curriculum goals just weren’t reachable in these circumstances as it turned out.” | Cultural-Discursive: national curriculum with VET-courses and examination goals, vocational standards and regulations, migration law, discourses about language learning, discourses about the vocation and VET |
Doings (emerging in the interviews): “We worked a lot in the method room.” “We did a lot of role-playing so they could practice communication.” “We made compendiums so it would be easier. Like, shortened versions of the content in the textbook.” “We found workplaces for all of them [for workplace-based learning].” | Material-Economic: buildings and classrooms, time allocated for courses, space for collaboration with L2-teachers, (lack of) teaching materials available for newly arrived students in VET-subjects, workplaces prepared to take NAMS |
Relatings: “They are wonderful students.” “Many say they want to become nurses in the future, so they really want to do this.” “We [L2-teacher and VET-teachers] had some content-integrated themes that we planned together” “They [the students] were appreciated at the workplaces and the elderly really liked them.” | Social-Political: cooperation with L2-teachers, students understood as motivated, engaged and suitable for the vocation, Power relations in relation to the time-allocated and the time-framework of migration law |
Analytical table in the last step (simplified for the article)
| Quotes (in selection) | Arrangements (in selection) | Approach to language learning | Teaching practice |
|---|---|---|---|
| Theme 1 | |||
S: “I am not a language teacher” “They have to learn the language” | C-D: curriculum, construction standards, deficit-discourse | Segregated skills instruction | Swedish language first |
D: “I made a work sheet.” “Then we had a test” | M-E: two different campus-sites, lack of teaching material for NAMS in VET | ||
R: “They aren’t interested in learning” “The politicians think everyone can just go out and hammer and saw” | S-P: no cooperation between VET and L2-teachers, NAMS seen as unmotivated, solidarity with VET-community | ||
| Theme 2 | |||
S: “I’m not an expert on language.” “We thought they will learn the language while studying and at the workplaces.” | C-D: curriculum, vocational norms, idea of vocational language developing ‘by itself’ in VET | In ‘natural’ communication while participating in VET | Second language learning-in-action in VET |
D: “We don’t have the time to stop” “Now I put words to everything I do.” | M-E: allocated teaching time, space for meetings with L2-teachers | ||
R: “They are wonderful students.” “It’s unfair, because they work so hard.” | S-P: Advice from L2-teachers, power relations in relation to the time-allocated and the time-framework of migration law | ||
| Theme 3 | |||
S: “Because I’m not a language teacher” “Everything is about the language and the vocation at the same time.” | C-D: Curriculum, quality norms in VET, resource-perspective | Content integrated language instruction in VET (explicit instruction and interaction with Swedish-speaking students) | Joint VET and language teaching |
D: “We always pair them with Swedish-born students” “We invite them to come and visit.” | M-E: Economic resources for re-organization of LIP, dual teacher system | ||
R: “What was important to me […] was to protect VET and not to compromise with the quality” “I bring my vocational competence and she has her expertise” | S-P: Solidarity with VET-community, VET and L2-teacher cooperate in teaching | ||
