| 1. |
- Abreu Fernandes, Olga, et al.
(författare)
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Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children
- 2022
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 71
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Tidskriftsartikel (refereegranskat)abstract
- This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three bilingual families with young chidlren in Sweden to prompt collaborative storybook reading in the chidlren's heritage language, Russian. The multimodal interactional analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt chidlren's speech production in relation to the text at hand, to negotiate language choice and alignment with an ongoing literacy project, and to creatively exploit the DIU structure to initiate storytelling. The findings moreover show that recurrent use of DIUs during reading of well-known to teh child texts with rhythm and rhyme allow for ritualized engagemnet in co-narration, in all contributing to children's socialization to oral performance in the heritage language.
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| 2. |
- Andersson Varga, Pernilla, 1961, et al.
(författare)
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Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context
- 2023
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Ingår i: Linguistics and Education. - 0898-5898. ; 78
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.
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| 3. |
- Bergh Nestlog, Ewa, et al.
(författare)
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Disciplinary content and text structures communicated in the classroom : pathways in science lessons
- 2024
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Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864.
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Tidskriftsartikel (refereegranskat)abstract
- Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.
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| 4. |
- Björk, Oscar, 1990-, et al.
(författare)
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The dialogism of 'telling' : Intertextuality and interdiscursivity in early school writing
- 2023
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 74
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Tidskriftsartikel (refereegranskat)abstract
- HighlightsUses a Bakhtinian analysis of dialogism in early school writing.Shows how student make use of dialogic experiences when writing.Suggests the term ‘associative intertextuality’ for analysis of early writing.Shows the presence of interplay of centrifugal and centripetal forces.Theoretical and empiric argumentation for didactic attention to heteroglossia.Recently, Sweden has seen a rise in research concerning content and functional aspects of early school writing and has a tradition of form-orientated research. While this provides important insights, few studies still focus on dialogism in early school writing and on how students draw on experiences in writing. This study aims to shed light on the interplay between student experiences and their written texts in primary school writing instruction. Using intertextual and interdiscursive analysis, this study examines 38 student texts divided into two corpora and written concerning two different prompts. The prompts generated very different texts that showed a complex dialogism through the inner speech of the students. The intertextual and interdiscursive dialogues in the respective corpora draw on different conventions of writing and on different experiential worlds. The study further shows how heteroglossic centrifugal forces can work alongside monoglossic centripetal forces in the social practices of early school writing.
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| 5. |
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| 6. |
- Bozbiyik, Merve, et al.
(författare)
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Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
- 2024
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Ingår i: Linguistics and Education. - : Elsevier Ltd. - 0898-5898 .- 1873-1864. ; 80
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Tidskriftsartikel (refereegranskat)abstract
- There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.
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| 7. |
- Brodin, Eva, et al.
(författare)
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Historical images of teachers and their underlying ideologies in Swedish academia : Multimodal discourses from 1950 and 1980
- 2021
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898. ; 63:2021
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Tidskriftsartikel (refereegranskat)abstract
- This study aims at exploring multimodal discursive images of academic teachers from 1950 and 1980 in Sweden. Using a discourse-historical approach, linguistic and visual data were analysed in a govern- ment report and three media sources related to a single Swedish university. Findings reveal how four dominant ideologies of academic teaching contributed to constructing eight discursive images of teachers via various stakeholders. Overall, a discursive degradation of academic teachers could be noticed between 1950 and 1980. Also, the image of teachers changed from societal critics in 1950 to political critics in 1980, when the government forced scholars to become all-round labourers processing the new mass of students. In turn, this led to an undecided debate about the scholarly role of teaching researchers . Throughout the material, female academics were almost invisible, and a feminist voice was absent. The image of academic teaching is a gendered issue that deserves further attention.
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| 8. |
- Cekaite, Asta, et al.
(författare)
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Enchantment in storytelling: Co-operation and participation in childrens aesthetic experience
- 2018
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Ingår i: Linguistics and Education. - : ELSEVIER SCIENCE BV. - 0898-5898 .- 1873-1864. ; 48, s. 52-60
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Tidskriftsartikel (refereegranskat)abstract
- In early childhood education, storytelling has traditionally been seen as a learning activity that lays the groundwork for childrens vocabulary and literacy development. The present study uses video-recorded storytelling events to examine young childrens emotional involvement and aesthetic experiences during adult storytelling in a regular Swedish preschool for 1- to 3.5-year-olds. By adopting a multimodal interactional perspective on human sense-making, socialization, and literacy (Goodwin, 2017), it contributes to research examining multimodality in early childhood literacy (Kyratzis amp; Johnson, 2017). The analytical focus is on co-operation in aesthetic experience: the teachers ways of organizing an entertaining, affectively valorized and enchanting storytelling, and the children audiences verbal and nonverbal participation (Goodwin amp; Goodwin, 2004). The study shows that teachers used lighthouse gaze, props, marked prosody and pauses to invite the child audience to participate, join the attentive multiparty participation frameworks and share the affective layering of story. The young children exploited the recognizability of the story and contributed by co-participating through bodily repetitions, choral completions, elaborating or volunteering anticipatory contributions, and pre-empting the upcoming story segment. The study suggests that through adult-child co-operation, the embodied telling becomes a site for childrens affective and aesthetic literacy socialization. (C) 2018 The Authors. Published by Elsevier Inc.
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| 9. |
- Cekaite, Asta, 1972-
(författare)
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Socializing emotionally and morally appropriate peer group conduct through classroom discourse
- 2013
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 24:4, s. 511-522
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Tidskriftsartikel (refereegranskat)abstract
- Adopting a socioculturally informed perspective on emotions, the present study explores institutional practices for socializing first grade students’ emotionally and morally appropriate peer group conduct. The methods adopted combine an ethnographic fieldwork and interaction analyses of language socialization. The study examines teacher-solicited children's reports on peer group events (similar to Sharing time narratives), their design features, and the teachers’ evaluative responses in primary school classroom interactions. The analysis shows that event descriptions and narratives were imbued with moral and emotional meanings, constituting the primary discursive site where participants engaged in ‘emotion talk’ and oriented to a range of (mostly negative) emotions. The teachers inculcated the understanding of emotions as relational phenomena with moral and social consequences. Children participated actively, negotiated and resisted specific versions of events and their moral and emotional consequences. In all, the study shows that these discursive practices served as multifaceted socializing sites for (i) learning how to evaluate the moral aspects of actions and emotions; (ii) practicing how to discursively present oneself as a morally responsible person.
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| 10. |
- Cekaite, Asta
(författare)
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Triadic conflict mediation as socialization into perspective taking in Swedish preschools
- 2020
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Ingår i: Linguistics and Education. - : ELSEVIER. - 0898-5898 .- 1873-1864. ; 59
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Tidskriftsartikel (refereegranskat)abstract
- This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc.
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