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- St John, Oliver, 1953-, et al.
(författare)
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LISA 21 project poster presentation
- 2007
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Konferensbidrag (refereegranskat)abstract
- EARLI conference – LISA 21 August 2007LISA 21 and Pilot Study FindingsLISA 21 is a one-year-old project supported by the Swedish Research Council which focuses on plurilingualism, identity work and learning in multicultural settings. It is part of the Communication, Culture & Diversity – Deaf Studies research group at Örebro university, Sweden. This text presents an aspect of the project group’s research interest and outlines the preliminary findings of a pilot study conducted by two of the project team.Project aims and methodsOver the coming three years, in-depth fieldwork has been planned in three very different kinds of school – a school of the Deaf, an ‘international’ school and a multicultural school. These schools have been chosen because of their “good practice” status and all offer the opportunity to study plurilingual practices in teaching-learning situations. The fieldwork sites are secondary schools, specifically pupils in grades 7 to 9, since it is at these levels that it becomes possible to study the communicative practices of teachers and pupils in environments where they are using different languages for classroom communication.The project’s envisaged studies assume a sociocultural perspective and, since they emphasize communication practices in plurilingual school arenas, are also informed by classroom interaction studies and an ethnographically inspired methodology. Fieldwork will involve both participant and nonparticipant observation techniques as a well as a study of national, school and classroom texts which bear relevance for pupils’ learning experiences.Pilot studies, 2007During the spring of 2007, two pilot studies were conducted in a school for the Deaf and Hearing-impaired and an ‘international’ school with the aim of identifying key areas of commonality and contrast for forthcoming ethnographic investigation. The studies involved ‘shadowing’ two classes through their daily schedule over a ten-day period in order to piece together a picture of the pupils’ daily school lives and routines. Video and audio recording of lesson activity as well as field notes were the primary methods used to collect data. A preliminary analysis of the data has pointed to several areas of potential significance for further fieldwork. They are of particular interest because they suggest educational incongruities, even contradictions, whose tensions and resolutions have important bearings on learning and development at school. Schools showed themselves to be formidable cultural institutions wielding certain powers and authority and yet sites of enormous struggle between, for example, curricular mandates and vision, teacher beliefs, educational ethos, parental demands and student identities. In the following paragraphs, we outline five of these areas which we hope will contribute impetus to the project’s focused fieldwork and analytical framework.1. Sense-making in plurilingual environmentsOne established way of analyzing communication practices in the classroom entails studying oral and writing activity. Oral interaction in school most commonly orientates around texts and presupposes that learners develop the ability to produce meaning when moving between text and speech. The generation of understanding with the aid of a text is based on a different approach to statements than is the case with speech. Given this difference, the way teachers and pupils use language when engaged in textual practices is of particular interest.An ability to access written forms assumes a familiarity with specific ways of negotiating meaning. In a visually-oriented environment, mapping out similarities and differences between Swedish and Swedish Sign language is of less relevance than gaining insight into how pupils and teachers seek to build bridges between an everyday vernacular and the more specialized language of school. This issue has not been given the focus it deserves since research has often failed to highlight heterogeneity in the classroom, preferring to treat the body of pupils as a unified group. Building discursive bridges is especially interesting among the Deaf and Hearing-impaired since ‘bilingualism’ has long been regarded as a language model which is particularly characteristic of their language use. Underlying support for the view of a standardized form of ‘bilingualism’ has been given by linguistically-inspired research into Swedish Sign language and Swedish as a second language for the Deaf. Over the last few decades, such research has had a prevailing influence on educational thinking, school language policy and the way the syllabuses for special schools have been formulated.2. Suspending and resourcing dialogueIt was evident that the way teachers coordinate and conduct student attempts to contribute to the lesson has important repercussions for the extent to which pupils are allowed to engage with the subject matter and therefore for the generation of certain kinds of knowledge. Teachers exercised their monopoly on communication rights in the classroom by gate keeping access to the ‘floor’ and orchestrating student participation. Factors that governed teachers’ decisions to constrain rather than encourage student contributions included the teacher’s need to protect the delivery of his/her points from competing contributions. Behind this tendency is often a teacher-constructed body of material that the teacher feels pressure to ‘get through’ as well as conceptions of what counts as legitimate or ‘real’ school work.Given the patterns of participation these constraints imply, what kind of learning do they lead to? A constraint on classroom participation and a suspension of dialogical rights tended to divert participation and, with it learning, to the ‘edges’, centrifugally, where plenty of knowledge sharing was going on, but which was not directly related to the activity in the ‘official’ arena. The term diverted learning perhaps describes the kind of learning that emerges when pupils are denied an ‘official’ opportunity to gain a discursive grip on a particular issue or concept. There were also discursive barriers to student lesson participation which some teachers failed to break down, but which others managed to bridge.3. Transferring and transforming understandingIn many of the lessons observed (Science and Social Studies being prime examples), there seemed to be a paradox, a critical tension, with regard to the learning aims and needs in the classroom. On one hand, the teachers seemed determined that the students should understand the lesson topics and reflect independently on them. On the other hand, their practices suggested a conception of gaining knowledge as transferring knowledge with very little room for the kind of interaction that encourages the co-production of understanding. The students’ questions and attempts to get a ‘handle’ on the topic demonstrated that their needs would be better satisfied with a transforming rather than a transferring of understanding. Even activity on the ‘unofficial’ fringe was sometimes geared to interacting with the topic meaningfully and trying to relate the new information to the pupils’ own experiences.Data suggested that a teacher’s conception of how pupils can become more knowledgeable has a decisive effect on the aims, the roles, expectations, interaction patterns, learning activity and outcomes in the classroom. For example, a view of knowledge development as a cumulative packing of brains with bits and pieces of information reduces student influence, and ultimately democracy, to responsibility for receiving and reproducing school learning material rather than reflecting on or interacting with it creatively and constructively.4. Linguistic resourcesAssuming a plurilingual perspective on a Sign language teaching setting, what linguistic resources do Deaf and Hearing-impaired pupils have access to when trying to understand each other in the midst of several potential language opportunities? This raises the question as to what importance the communication practices have for the teachers and pupils who participate together in classroom activities. The pilot study includes data showing different lessons in which different languages as well as different oral and writing activities shape different language encounters. The methods used captured sequences of classroom activity in which teachers converse with pupils about the relationships between different languages in different countries, language use, personal experiences of changing to a different language, code switching and second language socialization in Sweden among those with an ethnically different background. These sequences bring together both teacher and pupil experiences of language complexity regarding both language function and its different purposes in various contexts. The conversations with pupils suggest that a language need not create distance between everyday life experiences and the more technical language of the academic disciplines.The study also points to different aspects of code switching. Data suggests that the use of code switching has a communicative purpose and serves different pragmatic functions at a general level. The grammatical aspect of code switching is also evident when different languages are interwoven at a more micro level into the conversation between teacher and pupils. More specifically, the data shows examples of linking, chaining between Swedish and Swedish Sign language where teacher and pupils juxtapose different terms and expressions with the purpose of introducing or underlining the meaning of certain words in different contexts.5. Identity affordances and restraints in school arenasA formal learning environment in which two or more languages are in operation as main means of classroom communication both creates oppor
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| 3. |
- Allard, Karin, 1953-, et al.
(författare)
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CODA-gruppen – En bimodal tvåspråkig och ouppmärksammad resurs
- 2023
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Ingår i: Nordand. - Oslo : Universitetsforlaget. - 0809-9227 .- 2535-3381. ; 18:1, s. 34-49
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie gäller en grupp personer som benämns CODA (Children of Deaf Adults). CODAs1 är för forskare en intressant grupp eftersom de växer upp i familjer med ett visuellt-tecknat språk och ett auditivt-talat språk. De använder sina två modalt olika språk i sin familj. Trots denna speciella tvåspråkighet är forskningsfältet begränsat. Studien är en intervjustudie av tolv hörande vuxna (18–50 år) som växt upp i teckenspråkiga familjer. Huvudsyftet för studien var att utifrån ett translanguagingteoretiskt perspektiv analysera effekter associerade med erfarenheter av svenska och svenskt teckenspråk under uppväxten. I föreliggande artikel fokuseras de positiva flerspråkiga erfarenheterna som denna grupp har, samt hur de beskriver egna upplevda bimodala språkeffekter. Huvudfynden visar att den teckenspråkiga uppväxten upplevs som en styrka för utveckling av svenska och för generell språkkompetens.
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| 5. |
- Allard, Karin, 1953-, et al.
(författare)
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Ett pedagogiskt utvecklingsprojekt om programöverskridande samarbete mellan specialpedagog- och socionomprogrammet vid Örebro universitet kring samverkan, inkludering och elevhälsa
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ett inkluderande arbetssätt inom skolan innebär att lärare och övrig personal tillsammans ska verka för att lärmiljön görs tillgänglig för alla elever. I skollagen (2010:800 kap. 3) anges att elever som behöver extra anpassningar och särskilt stöd har en lagstadgad rätt (Skollagen 2010:800 kap.3), att få ett pedagogiskt stöd, för att kunna nå de nationella målen. Utformningen av elevhälsoarbetet och samverkan mellan olika professioner utgör en central del i skolans verksamhet för att skapa en skolmiljö som kan inkludera alla elever oavsett social och kulturell bakgrund eller funktionsnedsättning. Hälsa och lärande har ett nära samband med elevers skolframgång, därför blir det nödvändigt att se på inkludering och tillgänglig lärmiljö utifrån ett salutogent perspektiv. Ett sådant arbete kräver att alla berörda professioner i skolan samverkar kring elevers skolsituation. Detta för att kunna skapa lösningar som är både främjande och förebyggande för elevens skolgång. Olika professioners kompetens och kunskap (Hjörne & Säljö, 2014) kring hälsa och lärande kan också innebära olika syn och arbetssätt kring elevhälsofrågor. Man behöver utveckla pedagogiska former för hur olika professioner kan samverka för både elevhälsoteam och pedagoger i skolan. Likaså är en samsyn kring innebörden av inkludering och implementering av skollagen nödvändig. Syftet med det pedagogiska utvecklingsprojektet är att skapa olika lärtillfällen där studenter från ämneslärar-, specialpedagogiska och socionomprogrammet kan mötas för att diskutera och lära kring utbildningarnas gemensamma men också olika ingångar i utbildningen kring elever som är i behov stöd. I genomförandet av studien har casestudier varit ett kursinslag i de gemensamma kursmomenten. Utöver kursaktiviteter i de gemensamma programöverskridande momenten har uppföljande semistrukturerade intervjuer genomförts med deltagande studenter från båda programmen. Resultaten visar att följande kursmoment i form av programöverskridande samarbete synliggör studenternas behov att mötas och diskutera gemensamma elevhälsofrågor. Det visar att studenterna behöver kunskap om varandras professionsuppdrag för att kunna skapa samverkansformer i ett kommande gemensamt elevhälsoarbete mellan elevhälsoteamet och skolans pedagoger.
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| 6. |
- Allard, Karin, 1953-
(författare)
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Flerspråkighet och teckenspråkiga miljöer
- 2017
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Ingår i: Språklig mångfald i klassrummet. - Stockholm : Lärarförlaget. - 9789188149183 ; , s. 137-
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Bokkapitel (populärvet., debatt m.m.)
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| 7. |
- Allard, Karin, 1953-, et al.
(författare)
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Greatest challenges to implementing translanguaging practices in Swedish and American deaf contexts
- 2018
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Konferensbidrag (refereegranskat)abstract
- In Sweden, recent waves of immigration have dramatically altered the linguistic landscape of Swedish schools for the deaf and hard of hearing. Many newly arrived students come with no experience with any sign language, and/or rudimentary skills in one or more spoken languages. Educating such a linguistically diverse population poses vexing challenges. Translanguaging offers exciting potential as a framework to guide teachers in recognizing and utilizing the totality of students’ varied linguistic resources to promote learning, regardless of current proficiency in Swedish and Swedish Sign Language. However, the promises of translanguaging elicit mixed reactions among [Deaf educators]. On the one hand, it affirms that a multilingual repertoire naturally leads to language use that draws from multiple sources, a fact that should be recognized and supported by educational practices. Translanguaging offers a valuable framework for analyzing the dynamic blending of signed and spoken language that educators have long observed from all deaf children. On the other hand, Deaf signers are alarmed by translanguaging practitioners’ calls to abandon the concept of language separation and allow elements of signed and spoken language to mix freely. Such unrestricted mixing calls to mind the long struggle against “SimCom,” the simultaneous mixing of speech and degraded signing that has repeatedly proven inaccessible to deaf signers.How can Swedish Deaf schools employ translanguaging in a way that ensures equal access for all students, not just those with greater access to spoken language? The answer depends on teachers with strong competence in both Swedish and Swedish Sign Language, specifically trained to create visual learning environments where sign language skills are actively developed and used to facilitate access to spoken language content. Our talk highlights examples of such practices and identifies specific aspects of teachers’ ability to understand and leverage the multilingualism in their classrooms.
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| 8. |
- Allard, Karin, 1953-, et al.
(författare)
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Multi-modal visually-oriented translanguaging among Deaf signers
- 2018
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Ingår i: Translation and Translanguaging in Multilingual Contexts. - Amsterdam, Netherlands : John Benjamins Publishing Company. - 2352-1805 .- 2352-1813. ; 4:3, s. 384-404
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Tidskriftsartikel (refereegranskat)abstract
- Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.
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| 9. |
- Allard, Karin, 1953-
(författare)
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Multilingual Education in a sign language school environment – To analyse language education from human right perspective
- 2015
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Konferensbidrag (refereegranskat)abstract
- Students´ language education in Sweden has become important for many reasons. First for it´s particular value for future studies as for the global labor market but also in time of our increasing globalisation. Therefore has multilingual skills become an important access to be able to develop and master in order to be competitive and employable in the global market. At the same time it can be enriching to know other languages. Related to this development pupils in Swedish primary schools are now opting for modern languages as the language may count merit points for the studies to upper secondary school and for higher education. With this shift, questions of language education for all has therefore become important. Along with this issue there is a strong demand to develop language education both for teaching, education as it is for the Swedish School system in general. The Swedish National Agency has therefore in according to The Common European Framework for Languages present guidelines based on the Council of Europe´s work which consist of teaching, learning and assessment of language skills. More specifically it present six reference levels of language proficiency in order to make it possible to compare skills in different languges, regardless of the school system or degree.As mentioned here language education has become an important issue to develop in conjunction with our globalisation and in education in general. And for this reason it is interesting to discuss how the opportunity for student to learn foreign language at school is organised. Indeed it is both a pedagogical question as it is for the individual its own right to have an adequate language education. And from a human perspective this question is for this particular reason highlighted in this paper. Moreover in this paper it is discussed which language training is being offered in school not only for hearing student but specifically for students that is deaf, hard-of-hearing and have CI.Purpose and aims: The pupils in special school for deaf and hard-of- hearing and with CI follow the same curricula as the National Agency of Education provides. But if looking at the difference special schools give special consideration to students' linguistic and cultural backgrounds. More specifically, it means that the school environment is built upon bilingualism as a pedagogical framework , which means that Swedish and Swedish Sign Language is the language instruction. How is then the language training organised when Swedish Sign is the language instruction while foreign langue is the language subject? This paper examine this particular Because students in special schools do not reach the course objectives in modern language, this issue of language training received, be a central concern for this study about students' language training in English and Spanish as modern languages in a sign language school environment. The study highlights the way in which teaching is organized and how teachers and students both use and learn the language topic that is the focus of the lesson. In order to examine the frameworks surrounding language teaching in a sign language school environment, this study on the basis of Ethnography as method and Conversational Analysis as conversation tools, studied the communicative practices in different classrooms. In order to clarify what teachers and students do with the different languages as they interact , the key issues in the study is thus : What distinguishes a multilingual interaction in a sign language environment? And what are the opportunities and limitations features when Swedish and Swedish sign language has a function as a mediating tools in the teaching process?
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