| 1. |
- Hedman, Christina, 1966-
(författare)
-
Dyslexi på två språk : En multipel fallstudie av spansk-svensktalande ungdomar med läs- och skrivsvårigheter
- 2009
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The complicated task of deciding whether reading and writing difficulties in a second language learner stem from dyslexia or from problems associated with second language learning serves as the primary theme of this study. The theoretical framwork of dyslexia-related issues is a phonological cause model (Ramus, 2004). Generally, the study is based on psycholinguistically oriented research of reading in a second language (eg. Kulbrandstad, 1998) and dyslexia in second language learners (Frederickson & Frith, 1998; Geva, 2000; Miller Guron & Lundberg, 2003). The overall aim of the study is to contribute to our knowledge of how reading and writing difficulties in bilingual adolescents could be expressed, characterised and delimited, in order to enhance our understanding of how various prerequisites effect literacy development and to facilitate identification and handling of dyslexia in bilinguals. The study is based on data from ten Spanish-Swedish speaking adolescents with reading and writing difficulties. The multiple case study perspective has made it possible to investigate a number of linguistic and cognitive parameters in both languages. Furthermore, comparisons were made with a bilingual group of ten Spanish-Swedish speaking adocelscents without reading and writing difficulties as well as with a group of ten monolingual Spanish and Swedish speaking adolescents with dyslexia. Dyslexia has been defined and delimited in a bilingual dyslexia profiles continuum. This continuum is one of the significant theoretical-methodological contributions of the thesis. Another important contribution is the research design, that is, the use of a bilingual matched comparison group (without reading and writing difficulties) as the norm. Furthermore, quantitative and qualitative analyses have been summarised as various profiles, such as reading profiles, writing profiles and oral discourse profiles. The results are discussed on both group and individual levels and show that language dominance ha a major impact on the manifestations of the reading and writing difficulties. The differences between the two orthographies are also of importance. Furthermore, advantageous results in both languages co-vary with extensive L1 education in the bilingual participants both with and without dyslexia.
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| 2. |
- Hedman, Christina, 1966-, et al.
(författare)
-
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
-
Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
-
Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 3. |
- Hedman, Christina, 1966-, et al.
(författare)
-
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
-
Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X. ; , s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifcally, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 4. |
- Caliolo, Susanna, et al.
(författare)
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Co-assessment among language teachers : A master–apprentice relationship
- 2022
-
Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 16:1, s. 133-153
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master’s thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a collaborative act of matching assessment criteria to student performance, through the authorized teacher’s controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue toward the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts.
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| 5. |
- Caliolo, Susanna, et al.
(författare)
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Sambedömning i modersmålsämnet : Modul 7
- 2024
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Annan publikation (populärvet., debatt m.m.)abstract
- I denna text diskuterar vi sambedömning i modersmålsämnet och ger konkreta förslag på hur modersmålslärare kan arbeta med och utveckla en sambedömningspraktik. Vi presenterar också tidigare forskning om sambedömning utifrån två teoretiska utgångspunkter: Den första utgångspunkten är en social syn på lärande baserad på forskarna Jean Lave och Etienne Wengers studier av lärande i en praktikgemenskap. Dessa forskare intresserade sig för hur medarbetare lär av varandra, till exempel genom att mindre erfarna lär av de som har större kunskap inom ett visst område. Den andra teoretiska utgångspunkten handlar om vad som karaktäriserar och främjar en professionell dialog i sambedömning. I den professionella dialogen har deltagarna vanligen olika roller, där någon kan ha mer inflytande än andra, vilket ofta gäller sambedömning i modersmålsämnet.
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| 6. |
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Exploring language education : Global and local perspectives
- 2022
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.
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| 7. |
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Flerspråkighet, litteracitet och multimodalitet
- 2013
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Många människor, såväl barn som tonåringar och vuxna, lever i flerspråkiga sammanhang som skiljer sig väsentligt från den enspråkiga miljö som ofta tas för given i skola och vuxenutbildning. Där har man i stället många gånger haft svårt att förhålla sig till flerspråkighet och ofta utgått ifrån ett bristperspektiv. Detta gäller inte minst skriftspråksundervisningen, där elevernas egna erfarenheter av en flexibel flerspråkighet utanför klassrummet alltför sällan tas tillvara.I den här antologin presenterar ett antal forskare exempel på skriftspråkliga erfarenheter, både flerspråkiga och multimodala, som sällan uppmärksammas i skolan. I sina studier har de sett en mängd goda exempel på hur lärare arbetar i klassrummet för att gynna skriftspråksutvecklingen hos flerspråkiga elever – deras multilitteracitet. En sådan medvetenhet hos läraren kan t.ex. handla om alltifrån att ha kunskap om effektiva läsförståelsestrategier till att förstå hur multimodalitet i läroböcker och multimodalt textskapande i klassrummet stärker lärande och flerspråkig kompetens.Boken vänder sig främst till blivande och verksamma lärare i skola och vuxenutbildning.
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| 8. |
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| 9. |
- Ganuza, Natalia, 1977-, et al.
(författare)
-
Kritiskt språkmedveten undervisning
- 2020. - 1
-
Ingår i: Modersmål, minoriteter och mångfald. - Lund : Studentlitteratur AB. - 9789144133065 ; , s. 171-198
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet belyser vi inledningsvis språklig variation och de ideologier om standardspråk och språklig korrekthet som tenderar att dominera modersmålsundervisningen. Vi diskuterar därefter hur modersmålslärare kan arbeta med kritisk språkmedvetenhet på ett sätt som syftar till att eleverna breddar sin språkliga repertoar och når en förståelse för språkets sociala, politiska och ideologiska dimensioner.
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| 10. |
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| 11. |
- Ganuza, Natalia, 1977-, et al.
(författare)
-
Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat
- 2018
-
Ingår i: Nordand. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-9227 .- 2535-3381. ; 13:1, s. 4-22
-
Tidskriftsartikel (refereegranskat)abstract
- Denna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit i modersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnena modersmål, svenska som andraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden och ämnets marginaliserade position i det svenska utbildningssystemet.
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| 12. |
- Ganuza, Natalia, 1977-, et al.
(författare)
-
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
-
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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| 13. |
- Ganuza, Natalia, 1977-, et al.
(författare)
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The Impact of Mother Tongue Instruction on the Development of Biliteracy : Evidence from Somali-Swedish Bilinguals
- 2019
-
Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 40:1, s. 108-131
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and depth. The study was designed to allow for cross-sectional, longitudinal, and cross-linguistic analyses of data. Overall, the results showed that participation in MTI contributed positively to participants’ results on Somali reading comprehension, beyond the influence of chronological age, age of arrival, and reported home language and literacy use. Furthermore, higher results in Somali were associated with higher results on the same measures in Swedish, in particular for the reading measures. In sum, the results indicate that MTI has an impact on some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated for it (<1 h/week). They also indicate that MTI, albeit indirectly, may benefit the stated proficiencies in the language of schooling.
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| 14. |
- Hedman, Christina, 1966-, et al.
(författare)
-
Aktuella trender i svenska som andraspråk i ljuset av norska som andraspråk [Current trends in Swedish as a second language in the light of Norwegian as a second language] : En studie av doktorsavhandlingar 2013–2021 [A study of doctoral dissertations 2013–2021]
- 2022
-
Ingår i: Nordand. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-9227 .- 2535-3381. ; 17:2, s. 115-135
-
Tidskriftsartikel (refereegranskat)abstract
- Syftet med föreliggande översikt är att belysa rådande tematik och aktuella trender inom forskningsfältet svenska som andraspråk (sva) på basis av doktorsavhandlingar skrivna 2013–2021. Utgångspunkten är en tidigare översikt av forskningsfältet norska som andraspråk (noa) grundad i doktorsavhandlingar. I de avhandlingar som klassificerats inom sva-fältet, utifrån författarens självpositionering, undersöks vilka forskningsämnen som representeras, huvudsakliga trender, framträdande teoretiska perspektiv samt hur trender och perspektiv i sva ser ut i förhållande till noa. Analyserna visar de båda forskningsfältens multidisciplinära karaktär på olika sätt. Utifrån en tidigare indelning av noa urskiljs i sva tre huvudsakliga perspektiv: (1) inlärning, (2) språk- och kulturkontakt samt (3) undervisning. I sva – liksom i noa – är undervisningsperspektivet mest framträdande där liknande teoretiska ramverk återkommer. Skillnader gäller både teman och elevgrupper. Medan sva har ett större fokus på (ämnesspecifik) litteracitet i relation till ungdomar och vuxna, ägnar sig noa mer åt undervisning av skönlitteratur samt bedömning, och främst i undervisning av yngre elever. Avslutningsvis diskuterar vi betydelsen av liknande översiktsstudier inom andraspråksfältet i Norden.
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| 15. |
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| 16. |
- Hedman, Christina, 1966-, et al.
(författare)
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Critical Multilingual Language Awareness Among Migrant Students : Cultivating Curiosity and a Linguistics of Participation
- 2022
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Ingår i: Journal of Language, Identity & Education. - : Informa UK Limited. - 1534-8458 .- 1532-7701. ; , s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.
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| 17. |
- Hedman, Christina, 1966-, et al.
(författare)
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Dialoguing on a Graphic Novel in the Language Learning Classroom with Upper Secondary School Students
- 2024
-
Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1, s. 101-123
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar languageand literature teaching contexts.
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| 18. |
- Hedman, Christina, 1966-
(författare)
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Dyslexi på två språk
- 2010
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Ingår i: Elevhälsa. - Stockholm : Gothia Förlag AB. ; :4, s. 20-24
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 19. |
- Hedman, Christina, 1966-
(författare)
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Epilog : Transspråkande som pedagogisk praktik
- 2018
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Ingår i: Transspråkande i svenska utbildningssammanhang. - Lund : Studentlitteratur AB. - 9789144119755 ; , s. 265-271
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Hedman, Christina, 1966-, et al.
(författare)
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Expressing Reading Engagement within Drama-Based Literary Work : Perspectives from Three Students in aLinguistically Diverse Classroom in Sweden
- 2023
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Ingår i: Multimodality and multilingualism. - Bristol : Multilingual Matters. - 9781800413375 ; , s. 106-119
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Bokkapitel (refereegranskat)abstract
- This chapter centers around creative multimodal learning in relation to the reading of literature. Through a focus on the ‘reading of “things”—artifacts, objects, texts’ (Johnson & Enriquez, 2016: 273), the chapter highlights the interplay between text, learning and ‘the sensual, affective, materiality of bodies’ (Hughes, 2016: 124; cf. Vasudevan, 2010). Building on a phenomenological approach to the embodied dimensions of literacy in time and place, we also acknowledge how expressions of individuals as literate beings are contingent upon personal histories as well as institutional norms (Enriquez, 2016: 51). More specifically, the chapter draws on a collaborative drama-based literary project in a linguistically diverse secondary classroom in Sweden. Within the frame of such a drama-based ‘embodied pedagogy’ (Rothwell, 2011: 582), the reading of a detective novel was embedded in a range of creative multimodal learning activities comprising corporeal engagement through ‘material-discursive’ and ‘emotive’ meaning-making (see Johnson & Kontovourki, 2016: 5). The project was introduced by the authors, and one teacher, Nicole, invited us to work collaboratively in her class. The aim was to investigate and discuss student expressions of literary engagement within the drama-based frame and the possible significance of observed embodied engagement for pedagogical approaches to literature. In this chapter, we focus specifically on three of the students: Nura, Omar and Mustafa (pseudonyms).
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| 21. |
- Hedman, Christina, 1966-
(författare)
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Flerspråkig elev – med dyslexi?
- 2012
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Ingår i: Flerspråkighet i skolan. - Stockholm : Natur och kultur. - 9789127421721 ; , s. 98-128
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 22. |
- Hedman, Christina, 1966-, et al.
(författare)
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Introductory commentary : Lived experiences of qur’anic schooling in Scandinavia
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:4, s. 7-13
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Reading the contributions to this special issue, it is striking how little research has hitherto been conducted on qur’anic schooling and Qur’an faith literacy practices in Scandinavia, despite it being well-known that the Qur’an schools constitute important religious and social meeting points for many Muslim faith members (e.g., Risenfors, Gurdal, & Sorbring, 2011). In all of the Scandinavian countries, numerous children and adolescents regularly attend qur’anic schooling from a very young age. As argued by Day and Rogaly (2014), shared Islamic faith literacy practices and participation in qur’anic schooling thus contribute to creating a sense of social belonging and coherence for many faith members. Despite this being the case, we still know very little about faith members’ lived experiences of qur’anic schooling. This lack of attention in the research seems to be a global rather than a local phenomenon. For example, Moore (2011) claims that qur’anic schooling is “[o]ne of the least-studied and most poorly understood educational institutions in today's world.” Consequently, all of the papers in this special issue make a valuable contribution in widening the research focus, and in counteracting the invisibilization of qur’anic schooling and faith literacy in the research.
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| 23. |
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| 24. |
- Hedman, Christina, 1966-
(författare)
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Läsutveckling hos flerspråkiga elever
- 2012
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Ingår i: Flerspråkighet i skolan. - Stockholm : Natur och kultur. - 9789127421721 ; , s. 78-97
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 25. |
- Hedman, Christina, 1966-, et al.
(författare)
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Multilingual study mentoring for critical multilingual language awareness among migrant adolescents : scenarios of possibility
- 2022
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
-
Tidskriftsartikel (refereegranskat)abstract
- This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.
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| 26. |
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| 27. |
- Hedman, Christina, 1966-
(författare)
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Ordblindhed på to sprog
- 2009
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Ingår i: Sprog och integration. - Köpenhamn : Professionshøjskolen UCC. - 1601-541X. ; :4, s. 25-27
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Hvordan finder man ud af, om tosprogede elever med læse- og skrivevanskeligheder lider af dysleksi eller om deres problemer bunder i andetsprogsindlæringen? Der skal fokuseres på, hvordan problemerne kommer til udtryk, og hvordan de kan karakteriseres og afgrænses. Tosprogede elever har tendens til enten at blive over- eller underidentificerede.
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| 28. |
- Hedman, Christina, 1966-
(författare)
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Profiling dyslexia in bilingual adolescents
- 2012
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Ingår i: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9507 .- 1754-9515. ; 14:6, s. 529-542
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses the issue of whether difficulties with reading and writing in a second language learner stem from developmental dyslexia or from issues associated with second language acquisition. In line with a phonological explanatory model of dyslexia, phonological processing and reading (decoding at both word and text levels) were tested, using data from 10 Spanish-Swedish speaking adolescents whose teachers had identified them as possibly having dyslectic difficulties, and a matched comparison group of 10 Spanish-Swedish speaking adolescents with no reading difficulties. Unlike previous studies, this analysis takes into account results from both languages and uses a matched bilingual comparison group as the norm. Based on these results, a bilingual dyslexia continuum is proposed as an analytical tool to be used for the assessment of developmental dyslexia from a bilingual perspective. The systematized continuum offers various degrees of difficulty-from high indications of dyslexia to no indications of dyslexia-and the positioning along this continuum by the target group participants of this study provides examples of both over-and under-identification of dyslexia. Overall, a greater number of participants in the target group were under-identified rather than over-identified by the schools. An important insight of this study is that the positioning of bilingual participants on the continuum would have been different if the analysis had taken only one of the two languages into account. Furthermore, possible effects from differences between Spanish and Swedish orthographies and syllable structure were observed, as, in general, the participants read more accurately in Spanish. The present data also suggest that decoding processing might vary more in second-language learners with dyslexia compared to monolingual individuals with dyslexia.
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| 29. |
- Hedman, Christina, 1966-
(författare)
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Samverkande aktiviteter för epistemisk rättvisa
- 2024. - 1
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Ingår i: <em>Undervisning i förskolan</em>. - Lund : Studentlitteratur AB. - 9789144162140 ; , s. 63-65
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Bokkapitel (populärvet., debatt m.m.)
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| 30. |
- Hedman, Christina, 1966-, et al.
(författare)
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Skolämnet svenska som andraspråk i internationellt perspektiv – exempel ur forskning
- 2022
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- I denna översikt belyser vi skolämnet svenska som andraspråk (sva) med utgångspunkt i några internationella utblickar. Inledningsvis tar vi avstamp i den svenska kontexten, med en historisk tillbakablick och genom att redogöra för och diskutera vad som utmärker den unika ämneskonstruktionen med två parallella svenskämnen och vilka argument för designen som åberopats i forskning. Sva diskuteras också i relation till uppfattningar om likvärdighet, baserat i en artikel av Hedman och Magnusson (2018). I denna inledning behandlas även OECD-rapporten Strength through diversity’s spotlight report for Sweden (Cerna et al., 2019) avseende det som där framkommer om skolämnet svenska som andraspråk. Därefter redogör vi för och diskuterar främst tre nationella kontexter, Norge, England och USA beträffande undervisning i norska som andraspråk (noa) respektive English as an Additional Language (EAL).
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| 31. |
- Hedman, Christina, 1966-, et al.
(författare)
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Swedish immersion in Finland and Swedish as a second-language subject in Sweden : Teacher perspectives from two primary schools.
- 2023
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Ingår i: Journal of Immersion and Content Based Language Education. - 2212-8433 .- 2212-8441. ; 11:2, s. 255-282
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Tidskriftsartikel (refereegranskat)abstract
- Based on fieldwork and interviews, we explore five teachers’ views abouttheir teaching of Swedish as a second language in an early immersion schoolin Finland (Larch) and a linguistically heterogeneous primary school inSweden (Chestnut). Drawing from ecological perspectives, we aim tocontribute new knowledge on how second language teachers express theirgoals, teacher experiences and expertise depending on language andeducation policy as discursive-material reality. We discuss how societal,discursive and material differences were entangled with the teachers’discourses, for example, the fact that Swedish immersion at Larch enjoyed ahigher social status than Swedish as a second language at Chestnut.Concomitantly, the teachers adhered to pedagogical principles and thevalue of students’ linguistic and cultural repertoires in similar ways. Wespecifically discuss teacher autonomy as entwined with prevailingdiscursive-material realities, including distinct language education policies.
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| 32. |
- Hedman, Christina, 1966-
(författare)
-
Över- och underidentifiering av dyslexi hos tvåspråkiga
- 2010
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Ingår i: Nordand. - Bergen. - 0809-9227 .- 2535-3381. ; 5:1, s. 37-68
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att belysa och diskutera hur dyslexi kan identifieras hos tvåspråkiga. En kärnfråga är hur man vet om svårigheter med läsning och skrivning grundar sig i dyslexi eller i tillägnandet av ett andraspråk. Detta har beskrivits som ett omvittnat dilemma bl.a. för lärare, då det föreligger en risk dels för att dyslexi identifieras hos en individ som inte har dessa svårigheter, dels att dyslexi inte identifieras hos en individ som faktiskt har dem – eller att svårigheterna inte uppmärksammas tidigt nog.Denna artikel avser att närmare belysa problematiken med så kallad över- och underidentifiering av dyslexi hos tvåspråkiga utifrån en multipel fallstudie av spansk-svensktalande ungdomar, vars lärare misstänkte att de hade dyslexi. I artikeln ges först en översikt över forskning som berör avgränsningar av dyslexi hos tvåspråkiga.
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| 33. |
- Jalali-Moghadam, Niloufar, 1981-, et al.
(författare)
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Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools
- 2016
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 2, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.
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| 34. |
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| 35. |
- Winberg, Anna, 1966-, et al.
(författare)
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Milk allergy is a minor cause of milk avoidance due to perceived hypersensitivity among schoolchildren in Northern Sweden
- 2016
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Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 105:2, s. 206-214
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Tidskriftsartikel (refereegranskat)abstract
- AIM: We investigated phenotypes of milk hypersensitivity among schoolchildren aged 11-12 in Northern Sweden.METHODS: In a population-based cohort, 1,824 (98%) children aged 11-12 participated in a questionnaire survey, skin prick testing, interviews on food hypersensitivity and assessment of body mass index (BMI). Of the 265 children reporting milk hypersensitivity, milk avoidance and no celiac disease, 236 (89%) participated in a structured interview and blood samples for analyses of milk-specific Immunoglobulin E. The children were then categorised into milk hypersensitivity phenotypes according to preset criteria.RESULTS: In all, 14.5% reported milk hypersensitivity. Of these, 3% were categorised as current milk allergy, 23% as outgrown milk allergy, 40% as probable lactose intolerance and 11% were non-definable. Furthermore, 23% had discontinued their elimination diet. Milk allergy was associated with other atopic disorders and lower BMI, with an odds Ratio of 0.82 and 95% confidence interval of 0.80-0.98. Only 2% had previously undergone an oral challenge.CONCLUSION: The most common symptom phenotypes among Swedish children aged 11-12 with self-reported milk hypersensitivity and milk avoidance, were lactose intolerance and outgrown milk allergy while current milk allergy was uncommon. Children with milk allergy had a lower BMI and most lacked a challenge proven diagnosis.
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