A case study of the creation of a supervising boundary practice in a work-integrated language learning program

When migrating to a new country, there is often a need to learn a new language and find a job. In Sweden, in an effort to meet this need, a type of work-integrated language learning program, called combination courses, with the idea that students learn the language and a vocation simultaneously, is initiated. In this article, such a combination course, centring around the Swedish language as well as cleaning skills and providing apprenticeship workplace placements for the students, is studied. Using a boundary crossing lens to analyse the ethnographical data, consisting of 65 hours of observations, this case study analyses the boundary practices created by one workplace supervisor. The results show that the supervisor establishes a boundary crossing practice that comprises around two hours of theoretical studies for the student each day he spends on the practice, and over time, this boundary practice becomes more and more similar to schoolwork. This boundary practice provides the student with plenty of language learning affordances. It emphasises both oral and written communication, giving the student the opportunity to refine both during the practice. The experiences gained from this work-integrated language learning program provide valuable insights into the supervising practice involved when students are expected to learn both the language and the vocation simultaneously.