| 1. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Spaces for multilingual education : language orientations in the national curricula of Sweden and Finland
- 2020
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Ingår i: International Multilingual Research Journal. - : Informa UK Limited. - 1931-3152 .- 1931-3160. ; 14:4, s. 304-318
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Tidskriftsartikel (refereegranskat)abstract
- Both Sweden and Finland have education systems promoting equity and equality. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. This paper aims to explore how multilingualism is represented in the national compulsory school curricula in the two contexts, using the language orientation framework: language as problem, right, or resource. The analysis reveals differences. In Finland, an explicit discourse on multilingual education exists, with an aim of integrating multilingual perspectives into the whole curriculum. In Sweden, however, the discourse is less explicit; and multilingualism as a concept is limited to minority language students. Considering language orientations in the two curricula affords an understanding of the spaces for multilingual education that are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies. © 2020, © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.
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| 2. |
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English-Medium Instruction and Translanguaging
- 2021
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book offers a critical exploration of definitions, methodologies and ideologies of English-medium instruction (EMI), contributing to new understandings of translanguaging as theory and pedagogy across diverse contexts. It brings together a number of conceptual and empirical studies on translanguaging in EMI at different educational levels, in a variety of countries, with different approaches to translanguaging, different named languages, and different policies. These studies include several underrepresented contexts across the globe, providing a broad view of how translanguaging in EMI is understood in these educational settings. Furthermore, this book addresses the complexities of translanguaging through a discussion of the affordances and constraints associated with the use of multiple linguistic resources in the EMI classroom.
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| 3. |
- Gheitasi, Parvin, 1984-, et al.
(författare)
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Pre-service English teachers’ understanding of mixed proficiency in the Swedish primary classroom
- 2024
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Konferensbidrag (refereegranskat)abstract
- Pre-service teachers today face both challenges and opportunities as they prepare to teach English in the increasingly diverse Swedish compulsory school (Years 0-9). The present study focuses on one area especially warranting attention: differentiation. The increasing variation in English language proficiency within classrooms is due to, e.g., the degree of exposure to English outside of school, unequal extent and quality of English language instruction, and pupils’ linguistic diversity. This ongoing study stems from pre-service teachers’ expressed needs via end-of-term course evaluations, as well as an observation of the changing English classroom in Swedish schools. To address changing needs, the 7.5 hec course English Language Learning and Teaching (ELLT), one part of the course English for Primary School Teachers Years 4-6, 1B (15 hec) has been updated over the last two years after teacher students indicated that they wished for more theory and practical methods in this area. The aim of the present study is to understand how pre-service English teachers of Years 4-6 understand the concept of differentiation and how they apply this understanding to their own planned teaching, as observed in a lesson unit planning assignment in the ELLT course. This study is informed by Vygotsky's (1978) sociocultural theory, which indicates that learning takes place through interaction and communication with others in a social context. For effective learning to occur, primary pupils should be in the "Zone of Proximal Development" (ZPD) — the gap between their current developmental level, determined by independent problem-solving, and their potential developmental level, which can be reached through problem-solving with adult guidance or collaboration with more capable peers (1978). In addition, an ecological perspective (van Lier, 2004) is utilized, focusing on how the pre-service teachers express perceived affordances and constraints in their lesson planning, as well as how contextual layers (e.g., the national curriculum or the course syllabus) may affect this planning.The focus is on five cohorts of pre-service teachers studying the ELLT course. Using content analysis, the students’ lesson unit portfolios will be analyzed, focusing on the section of their planning in which they must indicate how they plan to work with differentiation. This analysis will further be examined in relation to the required course literature and seminar content, in order to identify what teaching materials have made an impact on the pre-service teachers’ understanding. Preliminary results indicate that pre-service teachers rely on both traditional analogue and more innovative digital resources when planning for their work with differentiation. Their choices may reveal their own understanding of what is possible in working with mixed levels of proficiency as well as their understanding of the curricular requirements to incorporate more digitalization in compulsory school teaching. New knowledge of how and why pre-service teachers understand the essential concept of differentiation, as well as how they apply this to lesson planning are expected to be of value to Swedish teacher educators preparing students to teach English in the compulsory school. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic.Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes (M. Cole, V. John-Steiner, S.Scribner & E.Souberman, Eds. & Trans.). Harvard University Press.
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| 4. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Attitudes and beliefs on multilingualism in education : voices from Sweden
- 2023
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Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 20:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil's home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.
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| 5. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Attitudes, beliefs and knowledge of teachers on multilingualism – the view from Sweden
- 2019
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Ingår i: The 2019 HOLM Symposium of the AILA Research Network (ReN).
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Konferensbidrag (refereegranskat)abstract
- Swedish schools are experiencing new challenges due to increased mobility and linguistic diversity. Efforts to achieve inclusive education for all are dependent upon teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism. The interplay between teachers’ ABK and the pedagogical and language-developing practices in schools is defined by four major factors interactively shaping and being shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors (e.g. the organization of education), and classroom practices (Borg 2003, 2006). Against this theoretical backdrop, our study investigates the ABK of multilingualism of Swedish teachers, a key issue in the nation today, as part of a larger international project that investigates what shapes teachers’ ABK of multilingualism across countries. Semi-structured interviews were conducted with pre-primary and primary teachers from five Swedish regions (Dalarna, Småland, Stockholm, Värmland, and Västerbotten), representing varied school demographics. These interviews were transcribed and analysed using appraisal theory (Martin & White, 2005; White 2015). Early results indicate that while teachers generally express positive views on multilingualism, echoes of a monolingual mindset are quite strong (“the language” equated with Swedish; “home country” for children born in Sweden; descriptions of a “monolingual” school as the “perfect school”). Teachers with training in language-developing practices acknowledge that mother tongue instruction supports the majority language development as well as students’ overall academic performance. Nonetheless, using all linguistic resources and acknowledging students’ multilingual identities are not common pedagogical strategies. In the school context, Swedish is considered as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.
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| 6. |
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| 7. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Conclusion
- 2021
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Ingår i: English-Medium Instruction and Translanguaging. - Bristol : Multilingual Matters. - 9781788927314 ; , s. 182-183
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Paulsrud, BethAnne, 1967-
(författare)
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Cross-national comparison: Appraisal analysis in action (Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach")
- 2022
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Konferensbidrag (refereegranskat)abstract
- Title: Cross-national comparison: Appraisal analysis in actionPaper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach"Abstract: This paper presents a study of how teachers talk about multilingualism and migrant parents across eight countries (France, Germany, Ireland, Israel, the Netherlands, Norway, Sweden, and the UK). Here, we spotlight a cross-national comparison on how teachers use evaluative language to express their attitudes and beliefs. We have used appraisal analysis (Martin & White, 2005) for the coding of relevant linguistic expressions, as the method offers a framework for quantifying and comparing instances of evaluative language as well as for revealing ideological positions. We have concentrated on attitude (AFFECT, JUDGEMENT, and APPRECIATION) and graduation (FORCE or FOCUS), additionally coding attitude as inscribed or invoked and as positive or negative.In the project, researchers have followed the same interview protocol. Ten interviews from each country were chosen, including teachers from both urban and rural schools, with varying levels of teaching experience, and from both highly multilingual schools and less diverse schools. Each country team conducted an appraisal analysis of the selected interviews according to a joint interrater-tested coding scheme. In our paper, we present quantitative comparisons as well as co-occurrences of coding.Our preliminary findings indicate, e.g., that many teachers articulate normative assessments of parents’ behavior with negative JUDGEMENTS of their CAPACITY or NORMALITY, with parents judged as lacking proficiency in the majority language, as not understanding school culture, or as insistent on using their home languages. However, if parents have strong proficiency in the language of schooling, teachers see this as positive CAPACITY, which may be associated with SECURITY or INCLINATION. Some teachers also express positive APPRECIATION towards diversity, with multilingualism deemed as WORTHWHILE. The tensions in the teachers’ talk about migrant parents, as evident in the comparative appraisal analysis of about 80 interviews, will be exemplified in our presentation. References:Martin, J.R. and P.R.R. White (2005) The Language of Evaluation: Appraisal in English. Palgrave Macmillan: Basingstoke, Hampshire.First presenter:Paulsrud, B., School of Language, Literatures and Learning, Dalarna University, Falun, SwedenCo-authors: Cunningham, C., School of Education, Language and Psychology, York St John University, York, UKJalali-Moghadam, N., Blekinge Centre of Competence, Blekinge County Council, Karlskrona, Sweden & Department of Psychiatry, Østfold Hospital Trust, Moss, NorwayJuvonen, P., Department of Swedish, Linnaeus University, Växjö, SwedenMary, L., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, FranceMellenius, I., Department of Language Studies, Umeå University, Umeå, SwedenPutjata, G., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, GermanyReinhardt, K., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, GermanySchalley, A. C., Department of Language, Literature and Intercultural Studies, Karlstad University, Karlstad, SwedenSchwartz, M., Department of Research and Evaluation Authority, Oranim Academic College of Education, Haifa, IsraelSegev, M., Academic College of Tel Aviv-Yafo, IsraelTurkan, S., School of Social Sciences, Education and Social Work, Queen's University, Belfast, Northern IrelandYagmur, K., Department of Culture Studies, Tilburg University, Tilburg, NetherlandsYoung, A., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France
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| 9. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Differentiation and English teaching in Swedish middle school
- 2024
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Konferensbidrag (refereegranskat)abstract
- “How can I include all the pupils when their levels of English are so different?” This question was posed by a pre-service teacher following a workshop on English teaching methodology. Teachers face challenges in planning instruction that is not too demanding for pupils on a basic level, while still maintaining the interest of more advanced learners (Bell, 2012). In Sweden, this may be due to the degree of exposure to English outside of school, the extent and quality of English language instruction between schools and regions, or the pupils’ varied linguistic backgrounds. Many teachers are not equipped with skills and methods to manage mixed-ability classes (Gaitas & Martins, 2017) and may not consider pupils' different experiences, backgrounds, and interests in their instruction because they find it challenging, and thus treat pupils as a homogeneous group (Swedish Schools Inspectorate, 2011).This ongoing research addresses the need to examine how we prepare in-service teachers to teach English in the increasingly linguistically and culturally diverse Swedish school through differentiation. Our focus is on the needs of pre-service teachers as well as the perspectives and practices of in-service teachers. In our presentation, we first briefly consider how pre-service teachers of Grades 4-6 (ages 10-12) have understood and applied the concept of differentiation, as seen in an analysis of their lesson planning portfolios (written during their second course addressing English language learning and teaching). We then present the preliminary results of our interview study with in-service English teachers of Grades 4-6 in three regions of Sweden. Our aim is to understand how teachers work with differentiation to manage the needs, expectations, and emotions of high- and low-proficiency English language learners. The expected outcome of the two sub-studies is new knowledge to support teacher educators and teachers in their work with creative solutions for challenging conditions. Reference listBell, J. (2012). Teaching mixed level classes in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press.Gaitas, S., & Martins, M. A. (2017). Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School. International Journal of Inclusive Education, 21(5), 544-556. Swedish Schools Inspectorate. (2011). Engelska i grundskolans årskurser 6-9. [English in Years 6-9]. Retrieved from https://www.skolinspektionen.se, 5 October 2017.
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| 10. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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En skola för alla : Flerspråkighet och transspråkande i lärarutbildningen
- 2018
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Konferensbidrag (refereegranskat)abstract
- Språklig mångfald i den svenska skolan ställer krav på verksamma lärare, liksom på lärarutbildare och lärarstudenter. För att undersöka synpunkter på och erfarenheter av flerspråkighetspedagogik och utforska om transpråkande får utrymme i den svenska lärarutbildningen, har vi utfört en intervjustudie med lärarutbildare och lärarstudenter. Vårt fokus är på hur studenterna förbereds inför sitt arbete med den språkliga mångfalden i dagens skola samt vilka möjligheter, alternativ begränsningar, för transspråkande finns i lärarutbildningen. Vi vill även belysa hur transspråkande kan relateras till social rättvisa och strävan efter en skola för alla. I studien har vi intervjuat femton lärarutbildare från fyra lärosäten enskilt och fjorton lärarstudenter från tre av dessa lärosäten i grupp. Vi har gjort en tematisk analys av deras svar. Målet med intervjuerna var att uppmuntra deltagarna att prata fritt om just språklig mångfald i relation till lärarutbildningen samt om deras synpunkter och erfarenheter som utbildare eller student.Lärarutbildare och lärarstudenter uppger att de ser på den språkliga mångfalden både inom lärarutbildningen och i den svenska skolan som central i dagens undervisning. Däremot pekar deras svar åt olika möjligheter och begränsningar, vilket i sin tur avslöjar vilken plats transspråkande kan ha i lärarutbildningen. I vårt paper ska vi presentera resultat uppdelade i teman: först på hur lärarutbildare och lärarstudenter ser på språklig mångfald i lärarutbildningen och skolan, och sedan på vilken plats flerspråkighetspedagogik tar i utbildningen. I dessa teman uppdagas frågor om bland annat bristperspektiv på språk, språkhierarkier, vikten av verksamhetsförlagd utbildning samt ovisshet om vem som har ansvar för flerspråkighetspedagogik i lärarutbildningen. Vi ämnar att föra en diskussion om transspråkande i lärarutbildningen, samt om transspråkande och social rättvisa.
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