Swedish Language to Immigrants (SFI): Some Reflections on Motivation
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This paper looks at the recent debate regarding teaching the Swedish language to immigrants (SFI) in Sweden, reviewing recent articles in this area. Teaching Swedish to immigrants is seen as a key to integration and it is therefore important that it is effective and achieves its goal. However, there has been widespread criticism in terms of the results it achieves. Especially, many students interrupt their studies before they complete the highest course level. In 2010, a performance-based financial compensation system was introduced in order to make the students complete the courses quicker. As seen in many evaluation reports, this way of aiming at increasing the students’ instrumental motivation has been inefficient, and the compensation system was eventually abolished. Although many factors for improvements are present in the discourse, when reviewing a number of articles it is striking that the most important factor for learning – integrative motivation – receives little attention. In order to improve SFI and the immigrants’ language learning, there needs to be more research on the individuals’ needs and their integrative motivation.
Abstract
This paper looks at the recent debate regarding teaching the Swedish language to immigrants (SFI) in Sweden, reviewing recent articles in this area. Teaching Swedish to immigrants is seen as a key to integration and it is therefore important that it is effective and achieves its goal. However, there has been widespread criticism in terms of the results it achieves. Especially, many students interrupt their studies before they complete the highest course level. In 2010, a performance-based financial compensation system was introduced in order to make the students complete the courses quicker. As seen in many evaluation reports, this way of aiming at increasing the students’ instrumental motivation has been inefficient, and the compensation system was eventually abolished. Although many factors for improvements are present in the discourse, when reviewing a number of articles it is striking that the most important factor for learning – integrative motivation – receives little attention. In order to improve SFI and the immigrants’ language learning, there needs to be more research on the individuals’ needs and their integrative motivation.
참고문헌 (19)
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