| 1. |
- Wigerfelt, Berit, et al.
(författare)
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Balansgång mellan två språk. Lärares berättelser om tvåspråkig undervisning på svenska och arabiska
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 53-79
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Tidskriftsartikel (refereegranskat)abstract
- The article aims to examine how teachers involved in bilingual education in Swedish and Arabic perceived and handled this activity. In many ways, the educational situation in the bilingual classes was demanding. Initially, there were no written, clear goals or guidelines and the teachers had to find their own ways to manage the classroom. One complication was that the two teachers would be teaching the same subject matter to the class, and that they would be teaching alongside each other which required a high degree of joint planning. The Swedish teachers were also assigned new roles as teachers. Instead of being in the focus of teaching in class, they now had to stand back. They had to deal with the fact that they did not understand what the bilingual teachers told pupils in Arabic. According to the teachers, many of the pupils increased their self-confidence and self-esteem and it was positive to see that the pupils now had access to two languages which they could switch between. The article additionally highlights how various discourses on language influenced bilingual teaching in the district.
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| 2. |
- Wigerfelt, Berit
(författare)
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En likvärdig skola?
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2-3, s. 41-71
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is one of the countries which has signed and endorsed The United Nations Convention on the Rights of the Child from 1989. According to this convention, all children have the same rights irrespective of sex, race or religion. The convention is in line with Swedish education policy, which for a long time has asserted that schooling must be open to all. The Swedish curriculum stresses that all human beings are of equal value and states, amongst other things, that “education must be suited to the needs and requirements of each pupil”. However, there is reason to strongly question whether Sweden in practice lives up to these ideals and aims. During 2005, the National Agency of Education made inspections of the schools in Malmoe and, in a report from 2006, drew the conclusion that schooling in the city was characterized by large local inequalities with regard to both opportunities and results. One aim of this study is to use the representation of Malmoe´s schools given in the National Agency report to ascertain whether Malmoe is achieving the goal of giving all pupils an equal education; ultimately, I pose the question whether Malmo can live up to the UN Convention on the Rights of the Child. Another aim is to develop understanding of the school as a place of normative and regulating practices in relation to a changed and multicontextual childhood. The empirical data for this study is the said report from the National Agency of Education.
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| 3. |
- Wigerfelt, Berit
(författare)
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Undervisning på svenska och arabiska tar form i ett mångetniskt område
- 2011
-
Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 19-52
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to examine the development of bilingual education in Swedish and Arabic, in a multicultural neighbourhood in Malmo, as seen from the perspective of some of the school leaders who were involved in the process. What have the school leaders experienced as positive or problematic in the years of bilingual education? How were the various discourses on bilingual education expressed in school practice? In addition to interviews with responsible school leaders, the article analyses various policy documents and language syllabi that provide guidelines for school activities. Another aim is to examine different discourses on language expressed in a media debate about bilingual education in Swedish and Arabic that took place at the time of the project. This media debate had a noticeable impact on school practice. Even though the school leaders overall expressed positive attitudes towards bilingual education, they were influenced by other discourses as well. For example, they mainly justified bilingual education by the argument that it would improve the pupils’ command of Swedish and that they would hopefully achieve better marks and goal attainment. That the pupils would become bilingual was not put forward as a major aim. Initially, the school leaders were highly positive to the results of bilingual education, but slowly discovered that there were some obstacles. They were consequently obliged to gradually modify the bilingual model which was applied in their schools.
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