| 1. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 2. |
- Axelsson, Monica, et al.
(författare)
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Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom
- 2020
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:4, s. 291-310
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Tidskriftsartikel (refereegranskat)abstract
- In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.
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| 3. |
- Hedman, Christina, et al.
(författare)
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Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
- 2020
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:6, s. 535-552
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Tidskriftsartikel (refereegranskat)abstract
- Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.
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| 4. |
- Ou, Wanyu, 1992, et al.
(författare)
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Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis
- 2024
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Ingår i: Language and Education. - 0950-0782. ; 38:1, s. 42-64
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Tidskriftsartikel (refereegranskat)abstract
- While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers’ professional identities and their instructional strategies has received little attention. This qualitative study explores how STEM academics in an EMI programme in China implemented translanguaging pedagogy, developed their professional identities, and examined the impact of identity on their classroom instructional language use. Drawing upon nexus analysis, the study maps the intersecting discourses influencing two EMI lecturers’ divergent language ideologies and translanguaging strategies. The findings highlight the role of teacher identity and agency in navigating institutional and classroom discourses, facilitating planned and effective translanguaging pedagogy. The study reveals identity struggles within the examined institution, where academic staff faced a challenge in balancing their roles as effective EMI teachers and successful researchers due to a discourse of research meritocracy and were constrained in exploring translanguaging pedagogy due to a discourse of internationalism. These challenges undermined their motivation to invest in teaching identity and pedagogical skills. This study underscores the need for a balanced view of research and teaching, more robust teacher evaluation systems, and institutional support to foster effective translanguaging pedagogy in EMI by incorporating teacher identity construction into EMI teacher preparedness.
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| 5. |
- Schmidt, Catarina, et al.
(författare)
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Paradoxes of access to equity: multilingual primary school classroom practices
- 2024
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Ingår i: Language and Education. - : Taylor & Francis. - 0950-0782 .- 1747-7581. ; 38:2, s. 286-302
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020-2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers' logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6-12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students' multilingual and cultural experiences. Identified paradoxes concern students' experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students' homes were highlighted.
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| 6. |
- Uddling, Jenny, 1972-
(författare)
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To integrate a language focus in a linguistically diverse physics classroom
- 2021
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; , s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and lan- guage. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students’literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated lan- guage focus; and (3) the students put a great deal of effort into under- standing how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.
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| 7. |
- Winlund, Anna, 1973
(författare)
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Emergent literacy instruction: 'continua of biliteracy' among newly immigrated adolescents
- 2020
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:3, s. 249-266
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes, audio recordings, and interviews with students, were analyzed with the help of two dimensions of Hornberger's continua of biliteracy, namely, the content and development of biliteracy. Analysis of the content of biliteracy indicated that students' previous knowledge, as well as class field trips and tangible examples, served as important foundations for their instruction. Analysis of the development of biliteracy showed that the teachers' engagement with the students' diverse linguistic and other semiotic resources contributed to the students' participation in literacy practices. While the framework applied to the data includes several dimensions of literacy, indispensable for research in this complex context, the analysis also illuminates the need for the inclusion of additional dimensions in order to account for the role of interpersonal relations.
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