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Flerspråkighet, identitet och lärande : Skola i ett föränderligt samhälle.
- 2010
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Dagens samhälle karakteriseras av ökad språklig, etnisk och kulturell mångfald. Takten i dessa förändringar har medfört nya krav på skolan att möta barn med olika bakgrund på ett professionellt sätt. Det visar sig ofta att invanda föreställningar om elevernas förkunskaper inte alls stämmer.I mötet med heterogena klasser ställs lärare ofta inför utmaningar av annat slag än dem de utbildats för. Detta blir särskilt tydligt när eleverna ännu inte hunnit utveckla sin svenska i den utsträckning som krävs i skolan. I det här läget blir det lätt att se på barnens språkbakgrund som innehållande olika brister och problem snarare än resurser och möjligheter.I den här antologin ifrågasätter författarna gängse synsätt och ger en mer nyanserad och balanserad bild av flerspråkighet. Genom olika exempel från aktuell svensk forskning om elevers vardag belyser de olika aspekter av flerspråkighet i skolsammanhang och problematiserar begrepp som etnicitet, identitet, lärande och makt.Boken riktar sig till blivande och verksamma lärare i grundskola och gymnasium samt till dem som arbetar med skolutveckling och frågor som rör flerspråkighet.
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- Moreno Herrera, Lázaro, 1964-, et al.
(författare)
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Bilingualism and bilingual education in a complex context
- 2010
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Ingår i: Language, Culture and Curriculum. - Oxfordshire, United, Kingdom : Routledge. - 0790-8318 .- 1747-7573. ; 23:3, s. 235-249
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on results from a baseline study for an intended intervention project in bilingual-intercultural education in the Municipality of San Miguel Ixtahuacan, in the Department of San Marcos, Guatemala. To a great extent the article deals with issues of bilingual education from the perspective of social justice. It analyses further various components underpinning the attempts to develop a comprehensive bilingual and intercultural education in this specific context. The article is exploratory in character as it intends to develop lines of analysis useful in discussing challenges faced by bilingualism and multilingualism in contexts where factors involve are complex and of vary different nature. Central to the analysis is the assumption that historical factors and social justice have a key role in bilingual, and intercultural education.
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- Moreno Herrera, Lázaro, 1964-, et al.
(författare)
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Re-thinking bilingualism : challenges of multilingualism and communication in classroom settings
- 2010. - 23
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Ingår i: Language, Culture and Curriculum. - Oxfordshire, United Kingdom : Routledge. - 0790-8318 .- 1747-7573. ; 23:3, s. 171-171
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Traditional discourse in research on bilingualism has been strongly challenged in recent years. In the past, the study of bilingualism often adopted a monolingual perspective and ideology. This bias implicitly regarded monolingualism as the ‘normal’ state, while bi- or multilingualism was treated as the exception to the rule. It failed to recognise and take account of the kind of dynamic negotiation of meaning which social interaction, in multilingual settings actually, entails. In addition, the monolingual perspective favoured a rigid view of languages as a collection of discrete and unchanging entities, a view which is increasingly contested by research revealing the multilingual and multimodal complexity of interaction and language use in multilingual settings. Research has started to attend much more closely to the communicative and socio-cultural dimensions of multilingual language use, particularly in school and classroom contexts. The term ‘bilingualism’ is used in this special issue, therefore, with a critical recognition of the history of the concept and of the new view of language use which it now represents. The papers collected in this special issue evolved from an international workshop conducted as part of the work of the research group KKOM-DS (Communication, Culture, and Multiplicity –Deaf Studies) at O¨ rebro University, Sweden. The workshop became a valuable forum for the analysis and discussion of the challenges currently presented by traditional approaches to bilingualism. It highlighted the need to develop better-informed methodologies with which to approach the complex issue of ultilingualism. The implications for school practices also became a focus for debate. We hope that the articles in this special issue will stimulate greater interest in these issues and will encourage the kind of research work which seems to us to be now urgently needed.
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- Wedin, Åsa, 1955-
(författare)
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A restricted curriculum for second language learners : a self-fulfilling teacher strategy?
- 2010
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Ingår i: Language and Education. - Oxfordshire, United Kingdom : Routledge. - 0950-0782 .- 1747-7581. ; 24:3, s. 171-183
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden are followed for three years. The analysis draws on Halliday’s Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low demanding tasks and low engagement among students. Interaction in the classrooms consists mainly of short talk-turns with fragmentised language, frequent repairs and interruptions while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms.
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- Wedin, Åsa, 1955-
(författare)
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Att läsa och skriva på sitt andraspråk
- 2010. - 1
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Ingår i: Flerspråkighet, identitet och lärande. - Lund : Studentlitteratur AB. - 9789144059860 ; , s. 173-192
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Wedin, Åsa, 1955-
(författare)
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Classroom interaction : Potential or problem? The Case of Karagwe
- 2010
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Ingår i: International Journal of Educational Development. - Oxford, United Kingdom : Elsevier. - 0738-0593 .- 1873-4871. ; 30:2, s. 145-150
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.
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- Wedin, Åsa, 1955-
(författare)
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Klassrumsinteraktion i de tidiga skolåren : flerspråkiga elever i skolans språkliga vardag
- 2011
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 31:3, s. 210-225
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Tidskriftsartikel (refereegranskat)abstract
- Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.
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| 10. |
- Wedin, Åsa, 1955-
(författare)
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Letters, authority and secrecy : the case of Karagwe in Tanzania
- 2013
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Ingår i: Language and Education. - London : Taylor & Francis. - 0950-0782 .- 1747-7581. ; 27:1, s. 44-58
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of the secrecy. It is also shown how children are socialized into this pattern of secrecies through literacy as they are used as messengers. When delivering secret letters and messages, they may be said to exercise a passive voice through literacy.
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