The aim of this literature review is to examine how newly arrived students are provided with opportunities to participate in second language education and how school organisation, teaching practices and support structures influence their participation and language development. Particular attention is given to the significance of placement in introduction classes versus mainstream classes and how this affects students’ inclusion in teaching and learning contexts. The study is based on a thematic analysis of ten scientific studies, including doctoral dissertations and peer reviewed articles, identified through systematic searches in ERIC and SwePub databases.  

The findings show that newly arrived students’ opportunities to participate are not primarily determined by whether they are placed in introduction or mainstream classes but rather by organisational structures, pedagogical approaches and relational conditions that surround their placement. Introduction classes may offer a safe and linguistically adapted learning environment while mainstream education can provide broader social and linguistic interaction. However, both settings require systematic language support to enable meaningful participation. Furthermore, language ideologies, teachers’ instructional strategies, the recognition of multilingual resources and emotional support emerge as key factors influencing students’ participation in second language education. Overall the review highlights that inclusion should be understood as a process shaped by the interaction between school organisation, teaching practices and social relations which together create the conditions for newly arrived students’ participation, learning and development.