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Exploring Integration in Schools by Using the Lens of Cultural Diversity and Multilingualism in Policy Documents from Finland, Scotland and Sweden

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Title: Exploring Integration in Schools by Using the Lens of Cultural Diversity and Multilingualism in Policy Documents from Finland, Scotland and Sweden
Language: English
Authors: Mirja Tarnanen (ORCID 0000-0002-4585-4822), Didem Oral, Emil Niklasson, Silvia de Riba-Mayoral, Katja Vähäsantanen, Nataša Pantic, Eveliina Manninen
Source: Language and Education. 2025 39(4):1000-1020.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Multilingualism, Educational Policy, Foreign Countries, Cultural Background, Migrant Children, Bilingual Students, Student Diversity, Social Integration, Public Policy, Educational Legislation, Government Role
Geographic Terms: Finland, United Kingdom (Scotland), Sweden
DOI: 10.1080/09500782.2024.2430501
ISSN: 0950-0782
1747-7581
Abstract: Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how the integration, cultural diversity and multilingualism of pupils with migration backgrounds are conceptualised in education policy documents in Finland, Sweden and Scotland. Based on thematic analysis of 19 policy documents, this study provides comparative insights into how migrant integration is conceptualised in policy documents across three similar but different national contexts. In the policy documents, pupils with migration backgrounds are implicitly identified as migrants because of their language backgrounds. In the documents of each country, it seems that integration has been scantly addressed or is even a hidden construct. At the same time, the cultural diversity of pupils has been recognised and considered favourable across the countries.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496066
Database: ERIC
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  Data: Exploring Integration in Schools by Using the Lens of Cultural Diversity and Multilingualism in Policy Documents from Finland, Scotland and Sweden
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  Data: <searchLink fieldCode="AR" term="%22Mirja+Tarnanen%22">Mirja Tarnanen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4585-4822">0000-0002-4585-4822</externalLink>)<br /><searchLink fieldCode="AR" term="%22Didem+Oral%22">Didem Oral</searchLink><br /><searchLink fieldCode="AR" term="%22Emil+Niklasson%22">Emil Niklasson</searchLink><br /><searchLink fieldCode="AR" term="%22Silvia+de+Riba-Mayoral%22">Silvia de Riba-Mayoral</searchLink><br /><searchLink fieldCode="AR" term="%22Katja+Vähäsantanen%22">Katja Vähäsantanen</searchLink><br /><searchLink fieldCode="AR" term="%22Nataša+Pantic%22">Nataša Pantic</searchLink><br /><searchLink fieldCode="AR" term="%22Eveliina+Manninen%22">Eveliina Manninen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+and+Education%22"><i>Language and Education</i></searchLink>. 2025 39(4):1000-1020.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Children%22">Migrant Children</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 10.1080/09500782.2024.2430501
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  Data: 0950-0782<br />1747-7581
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  Data: Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how the integration, cultural diversity and multilingualism of pupils with migration backgrounds are conceptualised in education policy documents in Finland, Sweden and Scotland. Based on thematic analysis of 19 policy documents, this study provides comparative insights into how migrant integration is conceptualised in policy documents across three similar but different national contexts. In the policy documents, pupils with migration backgrounds are implicitly identified as migrants because of their language backgrounds. In the documents of each country, it seems that integration has been scantly addressed or is even a hidden construct. At the same time, the cultural diversity of pupils has been recognised and considered favourable across the countries.
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  Data: 2026
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      – Text: English
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      – SubjectFull: Educational Policy
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      – SubjectFull: Bilingual Students
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