| 1. |
- Sheikhi, Karin, et al.
(författare)
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Okritisk artikel ett hån mot sfi
- 2008
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Ingår i: Språktidningen. - 1654-5028. ; :2, s. 74-75
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Projektet Ord i Läroböcker (OrdiL)
- 2005
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Ingår i: Språket och Kunskapen - att lära sig på sitt andraspråk. - 1403-1353.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Lindberg, Inger, et al.
(författare)
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Conflicting Agendas in Swedish Adult Second Language Education
- 2017
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Ingår i: Entangled discourses. - New York : Routledge. - 9781138192263 ; , s. 119-136
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Bokkapitel (refereegranskat)abstract
- This chapter describes margins as a lens through which to interrogate some forms of political emancipation of marginal(ized) individuals and groups through voice and visibility. It concentrates on some instances of activism on issues of sexual politics in South Africa. The chapter seeks to contribute to theoretical discussions around Christopher Stroud's linguistic citizenship approach, itself grounded on Nancy Fraser's (1995) distinction between affirmation and transformation as tools of social justice. Quite the contrary, colonies and metropoles were mutually constitutive, creating entangled relations of social, cultural, economic, and epistemological interdependency. In contrast, transformative strategies redress inequities by unsettling and dismantling the very structures that underpin social and economic divisions. As post-structuralism taught that dyadic thinking is intrinsically reductionist for several reason. It is bound up with processes of epistemological power whereby one element of the binary is recast as better, more suitable, or academically 'cooler' than the other.
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| 4. |
- Lindberg, Inger, 1947, et al.
(författare)
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Nobody's darling? Swedish for immigrants: A critical perspective
- 2007
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Ingår i: Prospect Journal. - 0814-7094. ; 22:3, s. 79-95
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Tidskriftsartikel (refereegranskat)abstract
- The elementary Swedish language program for adult immigrants (Sfi) is in many ways a privileged language program, as it is supported by an official language policy and is part of an integration policy ensuring all immigrants the right to free language tuition. However, after 40 years of practice, it still represents a low-status activity in search of recognition. After periods of intense pedagogic development, informed by research within applied linguistics, Sfi, as a field of expertise, now runs the risk of stagnation in a system of short-term tendering characterised by conflicts of interest, perspectives and values regarding the role and responsibility of the language program. In municipalities strained by poor finances and requirements to improve employment rates, Sfi professionals find it hard to claim their expertise. Longterm goals for immigrants to achieve personal and professional development and future citizenship are often overshadowed by demands for more efficient language training to speed up entrance to the labour market. Ignorance of important cognitive, sociocultural and affective aspects of second-language learning often characterises the official debates in which the time and effort it takes to learn another language and come to terms with another culture are often underestimated. This article gives an outline of the professional development of Sfi from a critical perspective, along with an overview of some key research within the field.
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| 5. |
- Lindberg, Inger, 1947, et al.
(författare)
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Samhälls- och undervisningsperspektiv på svenska som andraspråk för vuxna invandrare
- 2012
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Ingår i: Vetenskapsrådet: Flerspråkighet - en forskningsöversikt. Red: Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg.. - 1651-7350. ; :Vetenskapsrådets rapportserie 5:2012, s. 368-502
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Forskningsöversikt (refereegranskat)abstract
- Denna forskningsöversikt behandlar forskning om andraspråksundervisning för vuxna invandrare. Här presenteras ett brett panorama som inkluderar andraspråksundervisningens koppling till fakta om vuxnas andraspråksinlärning i ett individ- och samhällsperspektiv, lärande och språkanvändning i olika kontexter samt språkdidaktiska perspektiv. De aspekter på andraspråksinlärning som tas upp här är specifikt relaterade till kritiken av sfi i dess roll som integrationsinstrument, arbetsmarknadsinstrument och kvalificerad språkundervisning. Det påvisas att slitningar omkring sfi, vilka har sin grund i en marknadsanpassad agenda och bristande samsyn mellan aktörer på nationell och kommunal nivå, motverkar möjligheterna att utforma en kvalificerad språkutbildning som är specifikt anpassad till de studerandes starkt varierande individuella förutsättningar. En professionalisering av området är beroende av en relevant lärarutbildning och kompetensutveckling för nu verksamma lärare. Forskningen omkring andraspråksinlärning och andraspråksanvändning utanför klassrummet blottlägger ett behov av ökad kunskap om språkbruk och språkets roll i dagens alltmer komplexa och flerspråkiga arbets- och samhällsliv. De flesta yrken ställer krav på högstvarierande produktiva och receptiva språkfärdigheter. Även om språkundervisningens roll i olika sammanhang ifrågasätts visar forskningen att enbart kontakt med och användning av språket i kommunikation inte leder till en optimal utveckling och en tillfredsställande slutlig nivå. Det finns därför inom forskningen en relativt stor enighet om behovet av undervisning och ett medvetet fokus på språklig form och grammatik för att språkutvecklingen inte ska avstanna på en alltför elementär nivå. Även synen på vilken metod/pedagogik som bäst leder till en ändamålsenlig och framgångsrik andraspråksundervisning har varierat över tid. Här kan utvecklingen beskrivas som en rörelse från metodbaserad pedagogik via postmetodisk pedagogik till s.k. kritiska angreppssätt och en strävan efter en funktionell och samhällsrelevant undervisning. Forskningen har också bekräftat att en enskild metod inte generellt kan sägas vara överlägsen en annan eftersom undervisning är en dynamisk, interaktionell och högst kontextberoende process, i vilken lärarens egna värderingar, attityder och förhållningssätt spelar en avgörande roll.
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| 6. |
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| 7. |
- Sandwall, Karin, 1960
(författare)
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Att hantera praktiken – om sfi-studerandes möjligheter till interaktion och lärande på praktikplatser
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this work is to explore and problematize adult second language students’ opportunities for interaction and language learning at work placements. The study is designed as four case studies where students enrolled in Sfi – the basic Swedish language programme for adult immigrants – were observed in school and at various work placements. Data from interviews, field observations, audio and video recordings were analysed from an ecological perspective (van Lier 2004a). Also, notions such as identity, agency, face, investment, and participation in (imagined) communities of practice have been used. The quantitative and qualitative analyses, partially supported by a computer program, suggest that several factors influenced the students’ opportunities for interaction and language learning. These factors are related to aspects of interaction, workplace tasks and relations concerning participants, workplace practices and tuition. The quantitative analysis shows that three of the students interacted by means of verbal utterances, body language and/or artifacts to a very limited degree. An exception was a student placed at a preschool who was indeed involved in interaction to a higher degree, but almost exclusively with 2-3-year-olds. During the period observed, students talked, on average, between 30 seconds and 2 minutes each day. Further, the amount of interaction decreased significantly over time. The qualitative analysis shows that as the situated interaction was mediated by affordances, it generally worked well. Paradoxically, this reduced the students’ need to use and expand their linguistic resources. Also, students’ “simple” and solitary workplace tasks, as well as their limited tutoring and participation in social intercourse, contributed to the scarcity of interaction. The analysis further suggests that the “school world” and the “work placement world” were perceived as two separate entities with no mutual relevance. One implication is that the learning potential of both contexts must be made visible, more fully exploited and strengthened. For implementing this, and for integration of (in-)formal learning within and between the contexts, pedagogical tools are proposed. The results are further related to short-term goals of labour market policy as well as to more long-term integration-policy goals concerning individuals’ further education and active participation in society.
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| 8. |
- Sandwall, Karin, 1960
(författare)
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"I Learn More at School": A Critical Perspective on Workplace-Related Second Language Learning In and Out of School
- 2010
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Ingår i: TESOL Quarterly. - 0039-8322. ; 44:3, s. 542-574
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a case study of a student involved in language learning at a work placement, as part of the basic Swedish language programme for adult immigrants, Svenska för invandrare (Sfi), in Gothenburg, Sweden. In accordance with the predominant economic agenda, this system is assumed to accelerate labour market entrance as well as language acquisition for the newcomer. The article describes some macrolevel aspects important for the outcome of the work placement and discusses some tensions in the system, before exploring an ecological framework and the concept of affordances as a tool for analysing the agents' situated interactions at the work placement. The analysis shows that affordances offered by the environment at the work placement were explored as meaning-making material and as action potentials but not as learning opportunities, because the student's activities were limited to tasks and she had insufficient support for evaluating her work placement interactions. The article suggests some basic ecological principles for the reframing of the Sfi programme, built on affordance-focusing tasks that enable students to learn from discourse practices that they come across at workplaces and other out-of-classroom contexts.
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| 9. |
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| 10. |
- Sandwall, Karin, 1960-
(författare)
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Starting with practice - workplace related second language learning in and out of school
- 2013
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Ingår i: Foreign Language Learning Outside School. - New York : Peter Lang Publishing Group. - 9783631622551 - 9783653037654 ; , s. 35-61
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Bokkapitel (refereegranskat)abstract
- Learning opportunities outside school are met with increasing interest. Not only the visual character of leisure time venues supports foreign language learning, but also their aesthetic quality is enjoyed by students and teachers. Other learning venues outside school like work places and places visited during stays abroad are appreciated for their interactional support. However, as the ten papers of this volume show, the opportunity to experience free choice learning and hence the chance for life-long learning has to be well balanced with the scaffolding and the sheltered space that language learners need. Only if this dove-tailing works out well, resources can be better used and students can benefit in terms of motivation, cultural awareness, and increased foreign language competence.
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