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- Abdulkarim, Halez, et al.
(författare)
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Fortbildning om språk- och kunskapsutvecklande arbetssätt : Perspektiv från elever, gymnasielärare och rektorer
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten handlar om en utvärdering av en fortbildningsinsats i språk- och kunskapsutvecklande arbetssätt. Insatsen genomfördes i Uppsala kommun under åren 2020-2022. Att förbättra skolresultat och inkludering för nyanlända och flerspråkiga elever i Uppsala kommuns gymnasieskolor var det övergripande målet med fortbildningsinsats SKUA, som ingick i den av Skolverket finansierade riktade insatsen för nyanlända och flerspråkiga barn och elevers utbildning. Genom analys av fokusgruppsintervjuer ger den här rapporten en inblick i hur fortbildningsinsats SKUA upplevdes av ett urval rektorer och lärare. Fokusgruppsintervjuer med en mindre grupp flerspråkiga elever på de nationella programmen i Uppsala ger insyn i deras upplevelser av undervisning i skolor där en del lärare har gått fortbildningen. Lärare och rektorer uttrycker att de har blivit mer medvetna om vikten av ett fokus på språk i ämnesundervisningen och den viktiga rollen som studiehandledare kan ha i detta. Dock nämns även en del strukturella hinder till en tillfredsställande organisering av studiehandledning på modersmålet och det kollegiala lärandet i skolan. Elever som intervjuats beskriver en undervisning där lärare överlag upplevs ha höga krav på sina elever och ger varierande former och grader av stöttning. Studiehandledning som har fokus på både språk och ämnesinnehåll uppskattas av elever. Rapportens resultat visar på att ett fokus på både språk- och kunskapsutveckling upplevs som angeläget hos alla informanter. Det finns även indikationer om utvecklingsområden som rektorer, lärare, fortbildare och andra beslutsfattare inom gymnasieskolan kan fortsätta arbeta med, bland annat rutiner kring studiehandledning, fortbildningens innehåll och organisation av det kollegiala lärandet.
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| 2. |
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| 3. |
- Ackermann-Boström, Constanze, et al.
(författare)
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Collaboration across scales in education for mother tongue teachers
- 2023
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Konferensbidrag (refereegranskat)abstract
- In the Swedish school system, mother tongue education has been available, under certain regulations, as an elective subject, since the Home Language Reform of 1977 (Reath Warren, 2017). Since its introduction, the subject has been the subject of debate and contestation (Salö et al., 2018) but nonetheless, researchers have found that mother tongue instruction offers opportunities for development of literacies in the mother tongue and other languages as well as supporting learning in general (see Utbildningsdepartementet, 2019, for an overview of research). Among the structural challenges the subject faces, is that there are no specific qualifications required to become a mother tongue teacher, nor regulated educational pathways in Sweden, although several universities in Sweden do offer courses and programmes on different aspects of mother tongue instruction.In this presentation, an online resource for professional development for mother tongue teachers in Sweden will be presented, and analysed. This resource is the result of an initiative and funding from the Swedish National Agency for Education, and collaborations between researchers, mother tongue teachers and The National Agency for Education over one academic year. The online resource comprises seven units which each include a theoretical text exploring didactic or pedagogical perspectives relevant for mother tongue teachers, discussion questions addressing central concerns in the theoretical text and a classroom activity which mother tongue teachers are then invited to discuss, test and evaluate together with colleagues. The theoretical texts and activities were produced by a team that included both researchers and mother tongue teachers. In each of the seven units, perspectives from Sweden’s five national minority languages are also provided, given the very particular conditions under which students and teachers of these languages work.In the presentation, we argue that the ideological space created by policies that provide the opportunity to study mother tongues at school in Sweden stimulated the creation of this online resource, which opens up an implementational space for the development of mother tongue education (Hornberger 2005). The professional development programmes are moreover, created through collaboration across the scales of context, anchoring them in both20research and best practice, as well as providing a valuable space for interaction and learning for mother tongue teachers.
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| 5. |
- Ahlgren, Katrin, et al.
(författare)
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Representing and analyzing community language teachers’ professional identities through poetic transcriptions
- 2021
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Konferensbidrag (refereegranskat)abstract
- This presentation aims to highlight and discuss the dialogical relationship between poetic transcriptions (Ahlgren, 2021) and analysis of narrative interviews. The data comprises interviews with two teachers of Vietnamese in a community language (CL) school in Australia conducted in a larger linguistic ethnographic project (Reath Warren, 2017). Qualitative content and positioning analysis of interviews offer compelling insights into the teachers' migration journeys and linguistic repertoires. Moreover, the analysis reveals their reasons for teaching Vietnamese, and how their professional teacher identities are expressed in different contexts. However, representing and analyzing the teachers' thoughtful, sometimes non-standard, and emotional utterances, also involves methodological challenges (Reath Warren & Ahlgren, forthcoming). In this case, decisions made in the process of transcription relate directly to the researchers' epistemological assumptions about language and reflect and shape the theories and purposes of the research project in question. In this presentation, we will illustrate how poetic transcriptions can create a space for representing existential experience and emotion, as well as highlighting the resourcefulness of language use rather than deviance from a monolingual norm (Ahlgren, 2021). In a relation to an ideological environment, where monolingual norms emerge as a powerful factor impacting on CL teacher identity, the use of poetic transcriptions can be a way to not only highlight the seldom-heard perspectives of CL teachers but also to validate and even valorize their voices – reflecting struggle as well as proudness and hope for the future.
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| 6. |
- Alisaari, Jenni, et al.
(författare)
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Mother tongue education in four Nordic countries : problem, right or resource?
- 2023
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Ingår i: Apples - Journal of Applied Language Studies. - : University of Jyväskylä. - 1457-9863. ; 17:2, s. 52-72
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Tidskriftsartikel (refereegranskat)abstract
- Jenni Alisaari, University of Stockholm, Sweden & University of Turku, Finland Line Møller Daugaard, VIA University College, Denmark Joke Dewilde University of Oslo, NorwayRaisa Harju-Autti, Tampere University, Finland Leena Maria Heikkola, Åbo Akademi University, FinlandJonas Yassin Iversen, Inland Norway University of Applied Sciences Niina Kekki, University of Turku, Finland Sari Pesonen, University of Stockholm, SwedenAnne Reath Warren, Uppsala University, Sweden Boglárka Straszer, Dalarna University, Sweden Maija Yli-Jokipii, Tampere University, FinlandThe Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.
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| 7. |
- Gareis, Marita, 1958-, et al.
(författare)
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Studiehandledning på modersmålet i praktiken
- 2020
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- I föreliggande artikel beskrivs en modell för studiehandledning på moders? målet som har utvecklats i ett samarbete mellan Uppsala kommun och Uppsala universitet. Artikeln inleds med de teoretiska perspektiv på språk och lärande som är relevanta för modellen. Vidare följer en presentation av modellens tre olika delar. Tillsammans med samtalsunderlaget kan modellen fungera som stöd för alla inblandade samt i organisering, planering, genomförande och uppföljning av studiehandledning på modersmålet i den egna kontexten.
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| 8. |
- Reath Warren, Anne, 1965-
(författare)
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Constructions of Kurdish in mother tongue instruction in Sweden : defining and redefining linguistic authority, authenticity and legitimacy
- 2019
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Ingår i: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018.. - Karlstad : Karlstad University Press. ; , s. 111-135
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how Kurdish is constructed and linguistic heterogeneity addressed during mother tongue instruction (MTI) in a Swedish lower secondary school. The language ideological concepts of linguistic authenticity, authority and legitimacy (Jaffe, 2015) bring deeper understanding of the constructions of Kurdish and linguistic heterogeneity in the data. Language itself is viewed as heteroglossic; inherently dynamic, highly diverse and always socio-culturally constructed (Bakhtin, 1981; Lähteenmäki, 2010). Linguistic ethnographic data, including observations and audio-recordings of 15 MTI lessons in Kurdish, interviews with teachers, focus groups discussions with students, field notes and school documents, were analysed thematically. Different constructions of Kurdish emerged: some varieties of Kurdish are described as “real” and “pure”, others as “mixed” and “wrong”. However, the Kurdish mother tongue (MT) teacher works to redefine the Kurdish spoken by his students as an authentic and legitimate resource for learning in his lessons. The findings from this study bring deeper knowledge of linguistic diversity in the subject of MTI, and how heteroglossic linguistic repertoires are constructed as resources for learning in the setting.
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| 9. |
- Reath Warren, Anne, 1965-
(författare)
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Developing multilingual literacies in Sweden and Australia : Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages. In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García & Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education.Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject. Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014).
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| 10. |
- Reath Warren, Anne, 1965-
(författare)
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Heteroglossia in mother tongue instruction in Sweden and the development of multilingual literacies
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This article analyses connections between linguistic diversity in mother tongue instruction (MTI) in Sweden and the learning aims of the subject. Linguistic ethnographic data collected over 12 months in 13 schools were thematically analyzed into three heteroglossic categories which were then interpreted through the continua of biliteracy to investigate what relationships could be traced between linguistic diversity in MTI, heteroglossia and the development of multilingual literacies in the setting. Results show that MTI policies and planning respond to linguistic heterogeneity in the context. Heteroglossic discursive practices and diverse linguistic repertoires are reported on and observed in the MT classrooms. While heteroglossia is viewed as a resource for learning in some situations, in others it is regarded as an obstacle. These results contribute to discussions on organizational and pedagogical approaches that work with rather than against heteroglossia, to enhance learning in MTI and potentially other forms of multilingual education.
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