A restricted curriculum for second language learners – a self-fulfilling teacher strategy? (original) (raw)

Abstract

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The paper explores the implications of a restricted curriculum designed for second language learners (L2-learners) in Swedish schools. It critiques the prevalent low expectations and low cognitive demands imposed on L2-students by teachers, which result in a self-fulfilling cycle that hinders their academic success. The authors call for a shift in teaching strategies towards more engaging and cognitively challenging tasks, advocating for the need to recognize and address undemocratic practices present in classrooms that affect minority learners.

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