| 1. |
- Hållsten, Stina, 1965-
(författare)
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How to face and overcome challenges as a language teacher for certified professionals with a refugee immigrant background : The case of a fast track program for Medical Doctors at Södertörn University, Sweden
- 2020. - 1
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Ingår i: Lehrer/innen-Bildung im Kontext von Fluchtmigration. - Weinheim Basel : Juventa Verlag. - 9783779960386 ; , s. 163-176
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Bokkapitel (refereegranskat)abstract
- This article analyzes a fast track language program for asylum seeking refugees with a diploma in Medicin from outside EU/EEA, 2016-17. The course was designed arund 4 months of Swedish and Medical Swedish and 5 months of courses in Medicin, combined with language support and a close contact with the professional field. The course was situated at a Swedish university (not the regular Swedish for immigrants-education) with an aim to meet the participants at their own level as qualified professionals with an academic background. Obstacles and challenges is discussed, both from an societal, indivudial and professional angle, concerning second language aquisition and communcative demand within a professional field.
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| 2. |
- Hållsten, Stina, 1965-, et al.
(författare)
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Individualization in vocational training for immigrants : Developing professionalism and language through feedback
- 2022
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Ingår i: Migration and Inclusion in Work Life. - Stockholm : Bokförlaget Atlas. - 9789174450231 ; , s. 267-306
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Bokkapitel (refereegranskat)abstract
- This chapter addresses vocationally adjusted language courses in Swedish for adult immigrants. We focus on individualisation, which is stipulated in the curriculum and other syllabus documents, and argue that individually adapted feedback could be considered a tool (out of several potential tools) for “doing” individualisation in a pedagogical practice. We discuss different understandings of individualisation in policy documents and research literature, and define individualisation as an educational practice in teaching, carried through in dialogue. In an empirical study, we apply the definition by analysing feedback sequences in video recordings from two vocational courses (designed for outdoor maintenance workers and medical doctors, respectively) using the linguistic method of interaction analysis. We demonstrate (1) how individualisation in terms of feedback is managed in interaction involving teacher and students, and (2) the vocational and linguistic skills that materialise as important for the individual students in these feedback sequences. Our results demonstrate that feedback is a functional educational tool for individualisation, providing learning opportunities for both language acquisition and professional knowledge. However, this requires authentic assignments that are designed to promote opportunities for more developed dialogues. Another conclusion is that a professional experienced teacher who can provide feedback on both professional skills and language use is particularly important.
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| 3. |
- Hållsten, Stina, 1965-
(författare)
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Språkliga krav för den utländska läkaren. Vad krävs av läkare med examen utanför EU för att klara Socialstyrelsens kunskapsprov? : [Linguistic Demands on the Foreign Medical Doctor. What Swedish is Needed from Medical Doctors with a Diploma from Outside the EU to Pass the Proficiency Test?]
- 2023
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Ingår i: Nordand. - Oslo : Universitetsforlaget. - 0809-9227 .- 2535-3381. ; 18:3, s. 190-206
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Tidskriftsartikel (refereegranskat)abstract
- In all Nordic countries, the second language (L2) proficiency needed at work has become a key area in the language education provided for adult immigrants. This paper is part of a series of articles that gives an overview of language policies and research activities in the Nordic countries related to L2 in working life, together with a presentation of novel empirical analyses. Here, the focus is on the Swedish perspective. The aim for the article is to analyse presumed linguistic complexity in what is known as the proficiency test for foreign medical doctors, in their process for applying for a Swedish license to perform medicine. The proficiency test tests medical, not linguistic, knowledge. At the same time, the vast majority of the test takers are second-language speakers. One hypothesis is that some items are linguistically complex in a way that hinder the test taker from demonstrating their medical knowledge. One hundred and forty items were analysed concerning syntactic complexity, vagueness, modality and occurrence of different actors. Results show that many of the items that were solved incorrectly showed linguistic complexity. This raises questions about validity. Therefore, the article proposes a more explicit adjustment to the fact that the test taker is a second-language speaker and opens up for a discussion on how to best prepare for the proficiency test. The linguistic demands on medical doctors are high. How does society best support the newly arrived doctor who wants to work in Sweden?
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| 4. |
- Hållsten, Stina, 1965-
(författare)
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Yrkesinriktad språkutbildning och kommunikativa krav i arbetslivet
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten redovisar forskning om vuxnas andraspråksinlärning och forskning om kommunikativa krav i yrkeslivet. Dels fokuseras det flerspråkiga arbetslivet som svensk hälso- och sjukvård i stor utsträckning utgörs av, dels fokuseras frågor om tillvaratagande av kompetens (Agenda 2030). I rapporten undersöks hur yrkesinriktade språkutbildningar kan underlätta för nyanlända med utländsk examen att komplettera sin tidigare utbildning med de språkkunskaper som behövs för att kunna arbeta på svenska. Ett exempel på en lyckad utbildningssatsning beskrivs i kapitel 6. Avslutningsvis föreslås en handlingsplan för utvecklande av ändamålsenliga yrkesinriktade språkutbildningar. Denna kan sammanfattas i följande: För att yrkesinriktade språkutbildningar ska bli än bättre, måste vi ta vara på forskning om vuxnas andraspråksinlärning, om attityder till andraspråk och dess påverkan på kommunikationen, och forskning om kommunikativa krav i arbetslivet. Exempelvis finns stöd för uppfattningen att kombinationen yrkesinriktad svenska och praktik är framgångsrik, men inte utan aktivt stöd. Det kan gälla språkkontakter (s.k. språkkompisar), språkstöd eller någon annan form av handledning på arbetsplatsen. Vi måste också uppmärksamma kunskap som säger att en sammanhållen kombination av insatser är mer framgångsrikt än isolerade aktiviteter (vilka dessutom tenderar att ta mer tid i anspråk). För individen är tidiga och väl sammanhållna insatser mer effektiva. Samhället tar på så sätt bättre vara på den kompetens nyanlända yrkesutbildade kan bidra med inom svensk häls- och sjukvård.
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