“ - Cause I like working when I’m happy” : A case study of students in linguistic vulnerability and verbal interactions with peers in the social studies classroom

Abstract: Syfte Syftet med denna studie är att bidra med insikt i hur Mellanårsprogrammets (MYP) elever i språklig sårbarhet och deras lärare upplever verbala interaktioner i klassen med elevernas kamrater i Individer och samhällen (I&S), ett samhällskunskapsämne inom International Baccalaureate läroplan.  Forskningsfrågor · Hur ser MYP-lärare på den effekt kamrater har på elever i språklig sårbarhet under verbala interaktioner i klassen och hur stödjer dessa lärare elever i språklig sårbarhet under dessa interaktioner i I&S?   · How do MYP students in linguistic vulnerability experience and understand verbal in-class interactions with peers in the I&S classroom and how do they experience the support given to them by their teachers during these interactions?  Theoretical Framework The theoretical framework of this case study is based on the sociocultural perspective as seen in Vygotsky’s work (1987), which have been developed further by Säljö (2000) and Kozulin (2003). This perspective focuses on the understanding that individuals develop through the interaction with their environment and the people around them. The second theory used is Communicative Relational Perspective (KoRP). KoRP, a special education perspectives with three main intertwining processes; participation, communication and learning which predict whether or not a school has an inclusive or exclusive learning environment. Method In this case study two methods are used; observations and semi-structured interviews. Three I&S lessons in the MYP were observed at two different IB schools. The study uses the Sheltered Instruction Observation Protocol (SIOP). Six semi-structured interviews are also conducted; three with students in linguistic vulnerability and three with their I&S teachers. The data collected was analysed using a thematic approach. Each case was analysed separately before being cross-synthesized.  Results The results of the cases reveal two main themes: Peer Support vs. Peer Comparisons and Peer interactions – Expected or Scaffolded? Students in linguistic vulnerability either saw peers as beneficial or a hindrance to their success during verbal interactions such as group work, where students either felt helped by peers or inadequate in comparison to their peers. This led to increased or decreased levels of participation. Teachers found it challenging knowing how to best meet these issues.  Scaffolding the activities in a way that met the student’s individual needs and creating a safe place where students felt comfortable were found to be beneficial for effective group work. The case study also found that although the use of Sheltered Instructional Observation Protocol (SIOP) is advantageous as a tool, it is lacking aspects pertaining to social dynamics and the students’ individual needs.  Special Education Implications This case study shines a light on the importance of special educational needs teachers working more closely with subject specific teachers in order to make them more aware of the language expectations placed on their students during verbal interactions. This case study indicates that special educational needs teachers can use SIOP as a first step in starting a discussion with subject teachers about students in linguistic vulnerability and verbal interactions. SIOP can also be a hands-on tool to use when supporting subject teachers in the creation of more language and subject – based teaching. Nyckelord: klassrumsdiskussioner, Developmental Language Disorder, grupparbete, Individer och samhällen, International Baccalaureate, språklig sårbarhet, mellanstadiet, samhällskunskap, verbal interaktion