| 1. |
- Ganuza, Natalia, 1977-, et al.
(författare)
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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
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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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| 2. |
- Gynne, Annaliina, 1980-, et al.
(författare)
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Languaging in the twenty-first century : exploring varieties and modalities in literacies inside and outside learning spaces
- 2015
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 29:6, s. 509-526
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper focuses on young people’s languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people’s situated and distributed ways of engaging in knowledge production in academic “writing” genres, as well as their agency in relation to pedagogic goals as administered by teachers in these practices. Through analysis of data sets consisting of field notes, video recordings and particularly literacy data, the study presents analysis of three cases of students’ work in project-based learning and instructional tasks inside and outside a ‘bilingual-bicultural’ school setting. The paper puts forth a multi-dimensional analysis of communicative and learning practices and suggests refocusing scholarly interests of ‘multilingualism’ towards an examination of different dimensions of modalities and language varieties in languaging practices. The findings indicate that student agency is central in contributing to the shaping of the nature of their languaging across the interrelated dimensions of time and space. Furthermore, this study suggests that pedagogical practices in language, including literacy, classes need to be transformed and recontextualized in order to embrace student agency.
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| 3. |
- Hermansson, Carina
(författare)
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Processes of becoming-writer : thinking with a situated, relational and nomadic analysis to literacy research
- 2017
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 31:5, s. 463-478
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Tidskriftsartikel (refereegranskat)abstract
- This paper arose out of a shared concern about how to explore young children's ways of becoming-writers. A framework based on the nomad thought of French philosophers Gilles Deleuze and Felix Guattari was used to develop the analysis. A situated, relational and nomadic analysis offers insights into how processes of becoming-writers are produced, how they emerge and transform, as shown in this qualitative study of two Swedish early childhood classrooms. The analysis shows how social, cultural, linguistic, material and technological aspects interconnect and transform, and how this interrelatedness influences and forms six-year olds as writers. Young students constitute themselves as writers of classrooms through relating to the conventional norm of writing while simultaneously engaging in exploratory, creative and unpredictable processes of writing.
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| 4. |
- Jakobson, Britt, 1951-, et al.
(författare)
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Building a web in science instruction : using multiple resources in a Swedish multilingual middle school class
- 2017
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 31:6, s. 479-494
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Tidskriftsartikel (refereegranskat)abstract
- This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grad 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we used pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.
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| 5. |
- Kerfoot, Caroline, et al.
(författare)
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Language in epistemic access : mobilising multilingualism and literacy development for more equitable education in South Africa
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 177-185
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is the guest editors’ introduction to the special issue ‘Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa’. The issue offers complementary perspectives on improving epistemic access for all learners but especially those whose home language does not match the language of learning. Plüddemann examines the complex configurations of ideological and structural factors in South African language policy processes and the diverse positions taken up by teachers in response. Makalela argues that a methodology that encourages translanguaging can overcome historical separations between groups and promote transformative pedagogies. Probyn points to the importance of principled ‘pedagogical translanguaging’ in the mediation of secondary school science knowledge. Kerfoot and Van Heerden illustrate the substantial benefits of Systemic Functional Linguistic genre-based pedagogies for second or additional language writing in the middle years. White, Mammone and Caldwell in Australia offer evidence that similar benefits were maintained over six years for learners who faced both socio-economic and linguistic disadvantage in schools. Finally, Cummins and Heugh offer expansive perspectives on the issue. The editors argue that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access.
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| 6. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Testing the Waters : Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 235-255
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Tidskriftsartikel (refereegranskat)abstract
- Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from ‘common sense’ discourses to the more abstract, specialised discourses of school subjects and, simultaneously, to a new language of learning, in this case English. It describes an intervention using a Systemic Functional Linguistic (SFL) genre-based pedagogy involving 72 learners and two teachers in a low socio-economic neighbourhood of Cape Town. Using an SFL analytical framework, we analyse learners’ development in the Information Report genre. All learners in the intervention group made substantial gains in control of staging, lexis, and key linguistic features. We argue that the scaffolding provided by SFL genre-based pedagogies together with their explicit focus on textual and linguistic features offer a means of significantly enhancing epistemic access to the specialised language of school subjects, particularly for additional language learners. Findings have implications for language-in-education policy, teacher education, curriculum, pedagogy, and assessment in multilingual classrooms.
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| 7. |
- Olin-Scheller, Christina, 1958-, et al.
(författare)
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Teaching and learning critical literacy at secondary school : The Importance of Metacognition
- 2017
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Ingår i: Language and Education. - : Taylor & Francis Group. - 0950-0782 .- 1747-7581. ; 31:5, s. 418-431
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Tidskriftsartikel (refereegranskat)abstract
- Taking Swedish secondary school students as a point of departure, this article focuses on aspects of teaching and learning critical literacy and specifically on what students identify as argumentative text structure. Challenges connected to teaching critical literacies can be considered quite big, since studies show that students have difficulties in identifying argumentative text structure and that teachers feel insecure about what kind of knowledge is required as well as how to organize teaching of critical literacies. By using Bernstein’s notions of horizontal and vertical discourses as well as Gee’s notions of primary and secondary Discourses, we describe the interaction between personal, informal discourses and the more formal, academic discourses in the teaching and learning of critical literacies. The empirical material contains of observations in two secondary school classrooms as well as written student material from a study focusing reading of argumentative texts. Our result shows that metacognition is a key component of reading instruction that supports the development of secondary Discourse and vertical discourse. Metacognition also facilitates a critical approach to different texts, and is an important aspect of critical literacies perspectives.
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| 8. |
- Salö, Linus, 1980-
(författare)
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Universities, Their Responsibilities, and the Matter Of Language. On Supplementary-Language Summaries in Internationalizing Academia
- 2018
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 32:6, s. 548-563
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Tidskriftsartikel (refereegranskat)abstract
- The dominance of English in scientific production raises issues in relation to certain responsibilities of Swedish universities, linked to the dissemination of knowledge and the development of the Swedish language. In light of this, the article deals with Swedish-language summaries (SLSs) in English-language doctoral theses. It treats the SLS as an instrument of language regimentation, deliberately aimed at limiting the near-total dominance of English. Drawing on language policy documents , along with scholarly accounts and interview data, the article discusses the SLS as conceived by advocates in language policy and planning, university policy-makers, and active researchers. It is shown that the SLS is aimed at counteracting negative effects pertaining to knowledge outreach as well as register formation. I argue that there is a contradiction between these two aims: on the one hand, an SLS that is simple enough to bridge the gap between science and society is not likely to contribute to the expansion of advanced registers of Swedish; on the other hand, an SLS that takes seriously the task of expanding Swedish registers will be unintelligible for the wider audience. Yet, it may still serve as a reminder that languages other than English are worthy of consideration and use.
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| 9. |
- Sofkova Hashemi, Sylvana, 1969-
(författare)
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Socio-semiotic patterns in digital meaning-making : semiotic choice as indicator of communicative experience
- 2017
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Ingår i: Language and Education. - Abingdon : Routledge. - 0950-0782 .- 1747-7581. ; 31:5, s. 432-448
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Tidskriftsartikel (refereegranskat)abstract
- Access to digital technology in the classroom enables the composition and organization of ideas on screen with a variety of semiotic systems of different modes and media. This study explores patterns of communication and preference of design indigital meaning-making of twelve 7-8 years old students. Meanings were shaped in complex uses and combinations of modes and media engaging the students in negotiation of meanings where both affordances of technology, semiotic resources in the class as well as the student's prior language and cultural experiences had impact on their choices and designing of texts on screen. The opportunity to make own choices of designs revealed their designing strategies with a predominant focus on writing as the mode of dissemination and examples of semiotic work with preference to visual resources, demonstrating students' communicative experiences. Categorizing the selection of modes and applying semiotic grammar made the means the students used to communicate meaning evident and visible, providing the meta-tools needed to understand the semiotic work of students in a broader and informed accounts for the multimodal and digital meaning-making they demonstrate - a valuable insight in regard to literacy pedagogy. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
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| 10. |
- Tanner, Marie, 1965-
(författare)
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Taking interaction in literacy events seriously : A conversation analysis approach to evolving literacy practices in the classroom
- 2017
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Ingår i: Language and Education. - : Taylor & Francis Group. - 0950-0782 .- 1747-7581. ; 31:5, s. 400-417
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Tidskriftsartikel (refereegranskat)abstract
- In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and literacy practices are maintained in the institutionally shaped classroom interaction. Conversation analysis (CA) is used to explore the interactional resources and social knowledge relied upon as teachers and students orient to literacy practices in everyday classroom interactions. The analysis focuses on a frequent type of teacher–student interaction during seatwork, desk interaction, i.e. interactions that occur as students work individually at their desks while the teacher moves around in the classroom to help and supervise them. The result shows how teachers and students refer to and use previously shared experiences of institutionally shaped literacy practices in the desk interactions, using both verbal and non-verbal resources. Thus, the literacy events in these interactions are shown both to be embedded in and contributing forward to the progressive shaping of classroom literacy practices that to a large extent seem to be practices of selfregulation and responsibility in individual assignments.
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| 11. |
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