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| 2. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 3. |
- Axelsson, Monica, et al.
(författare)
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Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom
- 2020
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:4, s. 291-310
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Tidskriftsartikel (refereegranskat)abstract
- In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.
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| 4. |
- Benson, Carol
(författare)
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How multilingual African contexts are pushing educational research and practice in new directions
- 2010
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 24:4, s. 323-336
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Tidskriftsartikel (refereegranskat)abstract
- A strong case can be made for developing more flexible and relevant multilingual strategies for teaching and learning within the field of bilingual education. This paper aims to demonstrate how current linguistic and educational practices in countries like Guinea-Bissau, Mozambique and Ethiopia suggest new directions for research and practice. A practical approach is proposed to illuminate the gap between actual language competence on the part of primary students and teachers and the language competence to which their education system aspires. By applying known language and learning principles, policies and practices can be more realistically directed towards reducing this gap in the short, medium and long terms. This involves a reconstruction of multilingual pedagogy to capitalise on the strengths of learners, teachers and linguistic communities. Meanwhile, there is a need for more research on the following: (1) effective ways to assess multiple language competencies on the part of teachers and learners; (2) the relationship between learners' multilingual oral competence and literacy; and (3) methodologies that facilitate transfer of skills and knowledge between languages. The implications are that language-in-education policy should be based on what is possible in each sociolinguistic situation and should be flexible enough to offer equitable opportunities for all.
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| 6. |
- Ganuza, Natalia, 1977-, et al.
(författare)
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Struggles for legitimacy in mother tongue instruction in Sweden
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:2, s. 125-139
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers’ narratives center round issues of legitimacy, both for the subject per se and for the teachers’ right to be viewed as ‘real’ teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a ‘common heritage’ and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.
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| 7. |
- Gynne, Annaliina, 1980-, et al.
(författare)
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Languaging in the twenty-first century : exploring varieties and modalities in literacies inside and outside learning spaces
- 2015
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 29:6, s. 509-526
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper focuses on young people’s languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people’s situated and distributed ways of engaging in knowledge production in academic “writing” genres, as well as their agency in relation to pedagogic goals as administered by teachers in these practices. Through analysis of data sets consisting of field notes, video recordings and particularly literacy data, the study presents analysis of three cases of students’ work in project-based learning and instructional tasks inside and outside a ‘bilingual-bicultural’ school setting. The paper puts forth a multi-dimensional analysis of communicative and learning practices and suggests refocusing scholarly interests of ‘multilingualism’ towards an examination of different dimensions of modalities and language varieties in languaging practices. The findings indicate that student agency is central in contributing to the shaping of the nature of their languaging across the interrelated dimensions of time and space. Furthermore, this study suggests that pedagogical practices in language, including literacy, classes need to be transformed and recontextualized in order to embrace student agency.
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| 8. |
- Hedman, Christina, et al.
(författare)
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Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
- 2020
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:6, s. 535-552
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Tidskriftsartikel (refereegranskat)abstract
- Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.
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| 9. |
- Hellstén, Meeri
(författare)
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The Sami Identity : A Souvenir or Something Living?
- 1998
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 12:2, s. 119-136
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses the notion of identity in relation to the options of cultural affiliation available to minority group members. In particular, the paper addresses commentary made in relation to the implementation of national curriculum guidelines in indigenous literacy education settings. The discussion draws examples from documented commentary on the administration and implementation of indigenous Sami education in Finland. The paper concludes with some suggestions as to the polemic of implementing (mainstream) curriculum for the maintenance of indigenous culture and emphasises perceptions about language and literacy as important components of the ethnic identity.
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| 10. |
- Hermansson, Carina
(författare)
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Processes of becoming-writer : thinking with a situated, relational and nomadic analysis to literacy research
- 2017
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 31:5, s. 463-478
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Tidskriftsartikel (refereegranskat)abstract
- This paper arose out of a shared concern about how to explore young children's ways of becoming-writers. A framework based on the nomad thought of French philosophers Gilles Deleuze and Felix Guattari was used to develop the analysis. A situated, relational and nomadic analysis offers insights into how processes of becoming-writers are produced, how they emerge and transform, as shown in this qualitative study of two Swedish early childhood classrooms. The analysis shows how social, cultural, linguistic, material and technological aspects interconnect and transform, and how this interrelatedness influences and forms six-year olds as writers. Young students constitute themselves as writers of classrooms through relating to the conventional norm of writing while simultaneously engaging in exploratory, creative and unpredictable processes of writing.
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