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- Lundgren, Berit, 1951-
(author)
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Att fångas av en utmaning : om kursplanearbetet för svenska som andraspråk
- 2011
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In: Grundskoletidningen. - Solna : Fortbildningsförlaget. - 1652-7844. ; :3, s. 34-39
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Journal article (pop. science, debate, etc.)abstract
- Artikeln beskriver och utreder skillnader och likheter mellan kursplan i svenska och kursplan i svenska som andraspråk i Lpo 94 och Lgr 11. Svenska som andraspråk var ett nytt grundskoleämne i Lpo 94 och det var därmed viktigt att ämnet var tydligt framskrivet så att det inte skulle kunna förväxlas med grundskoleämnet svenska. I Lgr 11 har svenska och svenska som andraspråk närmat sig varandra.
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| 3. |
- Lundgren, Berit, 1951-
(author)
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Bridging discourses in a writing classroom
- 2013
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In: Education Inquiry. - Umeå : Umeå School of Education, Umeå University. - 2000-4508. ; 4:2, s. 315-332
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Journal article (peer-reviewed)abstract
- The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consists of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to a newspaper editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz. (1) teaching for learning - deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) reconstruction, feedback and students’ reflections for learning; and (4) writing to learn. The data is analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument gives students access to the dominating structure of the genre if they are given the time and tools to reflect and be given feedback from the teacher.
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| 4. |
- Lundgren, Berit, 1951-
(author)
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Elvaåringars skriftbruk till vardags och i skolan
- 2012
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In: Att läsa och att skriva. - Umeå : Umeå universitet och Kungl. Skytteanska Samfundet. - 9789188466815 ; , s. 197-219
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Book chapter (other academic/artistic)abstract
- The written word ‘surrounds us round the clock’. Consequently, it is difficult to determine the border between children’s school literacy and their vernacular literacy outside school. The aim of this article is therefore to describe some everyday literacy events and their relation to literacy events in grade 5 in school. The concept literacy covers broader ways of reading and writing and is understood in the social context in which it is used and acquired. Children use different written modes of communication outside school, for example, Facebook and blogs, but seldom books. In school, on the other hand, they usually write with a pen and read books made of paper. The children’s vernacular literacy practices and school literacy practices meet during school breaks, where students’ texting and typing are visible. The different use of modes, tools and literacy events among students are something that probably should be problematized and discussed within schools with the aim of drawing on everyday practices to enhance educational development.
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| 5. |
- Lundgren, Berit, 1951-
(author)
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Elvaåringars skrifthändelser i och utanför skolan
- 2012. - 1:a
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In: Skriftpraktiker hos barn och unga. - Vasa : Pedagogiska fakulteten. - 9789521228124 ; , s. 82-101
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Book chapter (peer-reviewed)abstract
- I denna artikel sätts elvaåriga barns varierande användning av skrift i fokus. Syftet är att beskriva och reflektera över barns vardagliga skrifthändelser och i vilken mån de förekommer i skolans skriftpraktik. Inledningsvis redovisas skriftbruk ur ett teoretiskt perspektiv följt av ett metodavsnitt. Därefter följer en presentation av barnens vardagliga skriftbruk och vissa utvalda händelser i skolans skriftpraktik. Artikeln avslutas med en reflektion över elevernas vardagliga skriftpraktik och skolans skriftpraktik.
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| 9. |
- Lundgren, Berit, 1951-
(author)
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Exploring critical literacy in Swedish education : Introductory notes
- 2013
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In: Education Inquiry. - Umeå : Umeå School of Education, Umeå University. - 2000-4508. ; 4:2, s. 215-223
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Journal article (peer-reviewed)abstract
- This article is an introductory note to The thematic section in this issue of Education Inquiry has its background in the need for research interpreting literacy from a critical perspective. Teaching literacy is not solely about technical reading skills but is also about understanding and the making of meaning. From that point of view, teaching must also consider the use of language, the context within which language is used, and issues of power. The thematic section includes five articles about critical literacy in Swedish education.The contributions were developed after a workshop conducted by Professor Hilary Janks, University of the Witwatersrand, Johannesburg. She introduces the framework of a critical literacy theory in the first article of the issue. Further, the contributions of Swedish scholars are united in their interest in applying a mode of critical literacy designed by Janks to different practices, sites and speech-events, for example policy documents, home reading, teaching and learning practices. The articles offer a wide perspective of critical literacy in education and further understanding of the complex processes in teaching.
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| 10. |
- Lundgren, Berit, 1951-
(author)
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Inclusion, Exclusion and Identities in Education: The Swedish perspective
- 2011. - 1
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In: Hyphenated Selves. - Amsterdam : Unisa Press/Rozenberg Publishers. - 9781868886791 ; , s. 107-130
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Book chapter (peer-reviewed)abstract
- This article is concerned with how immigrant students construct their identities, and how they deal with inclusion and exclusion within the Swedish school system. In schools, about 19% of the students are of immigrant background and the language of instruction in schools is usually Swedish. Democracy forms the basis of the national curriculum, which means that no one should be subjected to discrimination at school based on, for example, ethnicity, gender, or religion or other belief. The data are from empirical studies; most of these are ethnographic research projects conducted in Swedish society and schools. For much of the research on identity in Sweden, the results tend to be based on a theoretical perspective of otherness. Another perspective that has been found is that a person develops identity during her/his lifetime. This perspective on identity is more of a global-hyphenated view. The predominant result is that the experiences and knowledge of the students are not taken into account in teaching practice; teachers do appreciate new cultures in terms of food and clothes, and do not accept values other than Swedish ones. The result also shows that students try to integrate and bind all the important parts of their experience together, such as, for example, situations and activities, emotions and languages, much like sewing a patchwork quilt. However, for these students it is hard to access Swedish social communities as well as Swedish norms and values.
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