Challenges and strategies of teaching swedish to low – literacy skilled immigrants

Abstract: Aim: The present study aims to investigate the challenges SFI teachers face when teaching basic Swedish to low-literacy skilled immigrants, and the strategies they implement to teach these groups. Particularly, this study looks for any indications of Vygotsky’s sociocultural theory (SCT) in the teaching methods used while teaching SFI to individuals who lack literacy. Theory: Concepts from Vygotsky’s sociocultural theory (SCT) are used in this study as a framework in analyzing data and answering research questions. Method: The study employs a qualitative research approach to acquire information from SFI teachers through in-depth interviews. Results: Findings revealed that language barrier, limited literacy skills, unwillingness to involve in cooperative learning due to lack of confidence, and limited exposure to information technology are among the most typical challenges that SFI teachers face in teaching to low literate immigrants. Teachers reported to use varieties of strategies to address the perceived challenges. They include using some scaffolding techniques such as visual aids and simplified language, applying collaborative learning, incorporating digital literacy and language learning tools, motivating students to more exposure to out of class activities, and collaborating with other teachers and community organizations to support the students. This study emphasizes the importance of supporting and training teachers in meeting the requirements of low-literate students and identifies possible directions for further study in this area. Overall, this research helps to advance knowledge of the difficulties and teaching methods associated with teaching Swedish to low-literate immigrants. It also offers guidance to researchers, policymakers, and educators who engage in this field