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Sökning: förf:karin sandwall

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1.
  • Sheikhi, Karin, et al. (författare)
  • Okritisk artikel ett hån mot sfi
  • 2008
  • Ingår i: Språktidningen. - 1654-5028. ; :2, s. 74-75
  • Tidskriftsartikel (populärvet., debatt m.m.)
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2.
  • Sandwall, Karin, 1960 (författare)
  • Att hantera praktiken – om sfi-studerandes möjligheter till interaktion och lärande på praktikplatser
  • 2013
  • 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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3.
  • Sandwall, Karin, 1960 (författare)
  • "I Learn More at School": A Critical Perspective on Workplace-Related Second Language Learning In and Out of School
  • 2010
  • Ingår i: TESOL Quarterly. - 0039-8322. ; 44:3, s. 542-574
  • 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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  • Sandwall, Karin, 1960- (författare)
  • Starting with practice - workplace related second language learning in and out of school
  • 2013
  • Ingår i: Foreign Language Learning Outside School. - New York : Peter Lang Publishing Group. - 9783631622551 - 9783653037654 ; , s. 35-61
  • 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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  • Holmegaard, Margareta, 1942, et al. (författare)
  • Projektet Ord i Läroböcker (OrdiL)
  • 2005
  • Ingår i: Språket och Kunskapen - att lära sig på sitt andraspråk. - 1403-1353.
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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9.
  • Lindberg, Inger, et al. (författare)
  • Conflicting Agendas in Swedish Adult Second Language Education
  • 2017
  • Ingår i: Entangled discourses. - New York : Routledge. - 9781138192263 ; , s. 119-136
  • 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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