| 1. |
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| 2. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
-
In: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Journal article (peer-reviewed)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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| 3. |
- Axelsson, Monica, et al.
(author)
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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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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:4, s. 291-310
-
Journal article (peer-reviewed)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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| 4. |
- Benson, Carol
(author)
-
How multilingual African contexts are pushing educational research and practice in new directions
- 2010
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 24:4, s. 323-336
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Journal article (peer-reviewed)abstract
- A strong case can be made for developing more flexible and relevant multilingual strategies for teaching and learning within the field of bilingual education. This paper aims to demonstrate how current linguistic and educational practices in countries like Guinea-Bissau, Mozambique and Ethiopia suggest new directions for research and practice. A practical approach is proposed to illuminate the gap between actual language competence on the part of primary students and teachers and the language competence to which their education system aspires. By applying known language and learning principles, policies and practices can be more realistically directed towards reducing this gap in the short, medium and long terms. This involves a reconstruction of multilingual pedagogy to capitalise on the strengths of learners, teachers and linguistic communities. Meanwhile, there is a need for more research on the following: (1) effective ways to assess multiple language competencies on the part of teachers and learners; (2) the relationship between learners' multilingual oral competence and literacy; and (3) methodologies that facilitate transfer of skills and knowledge between languages. The implications are that language-in-education policy should be based on what is possible in each sociolinguistic situation and should be flexible enough to offer equitable opportunities for all.
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| 5. |
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| 6. |
- Ganuza, Natalia, 1977-, et al.
(author)
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Struggles for legitimacy in mother tongue instruction in Sweden
- 2015
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:2, s. 125-139
-
Journal article (peer-reviewed)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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| 7. |
- Gynne, Annaliina, 1980-, et al.
(author)
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Languaging in the twenty-first century : exploring varieties and modalities in literacies inside and outside learning spaces
- 2015
-
In: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 29:6, s. 509-526
-
Journal article (peer-reviewed)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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| 8. |
- Hedman, Christina, et al.
(author)
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Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
- 2020
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:6, s. 535-552
-
Journal article (peer-reviewed)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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| 9. |
- Hellstén, Meeri
(author)
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The Sami Identity : A Souvenir or Something Living?
- 1998
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 12:2, s. 119-136
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Journal article (peer-reviewed)abstract
- This paper discusses the notion of identity in relation to the options of cultural affiliation available to minority group members. In particular, the paper addresses commentary made in relation to the implementation of national curriculum guidelines in indigenous literacy education settings. The discussion draws examples from documented commentary on the administration and implementation of indigenous Sami education in Finland. The paper concludes with some suggestions as to the polemic of implementing (mainstream) curriculum for the maintenance of indigenous culture and emphasises perceptions about language and literacy as important components of the ethnic identity.
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| 10. |
- Hermansson, Carina
(author)
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Processes of becoming-writer : thinking with a situated, relational and nomadic analysis to literacy research
- 2017
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In: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 31:5, s. 463-478
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Journal article (peer-reviewed)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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| 11. |
- Jakobson, Britt, 1951-, et al.
(author)
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Building a web in science instruction : using multiple resources in a Swedish multilingual middle school class
- 2017
-
In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 31:6, s. 479-494
-
Journal article (peer-reviewed)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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| 12. |
- Kerfoot, Caroline, et al.
(author)
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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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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 177-185
-
Journal article (other academic/artistic)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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| 13. |
- Kerfoot, Caroline, 1955-, et al.
(author)
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Testing the Waters : Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa
- 2015
-
In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 235-255
-
Journal article (peer-reviewed)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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| 14. |
- Markose, Susan, et al.
(author)
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Explaining success and failure in mainstream schooling through the lens of cultural continuities and discontinuities : two case studies
- 2009
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 23:1, s. 59-77
-
Journal article (peer-reviewed)abstract
- This article investigates the home literacy practices of two immigrant families, one each of Lebanese and Chinese descent. It explores the consequences of mismatches between home and school literacy practices in relation to mainstream academic outcomes. Two mothers of the families in this study are interviewed about their beliefs and parenting practices in regard to literacy acquisition. Their understandings of literacy and its purpose and their struggle to socialise their children into acquiring the literacies valued by their community form the basis of this study. It is argued that conceptions of literacy and literacy practices themselves are entrenched in the socio-cultural contexts of which families are a part. Results reveal that discontinuities between mainstream and migrants' home literacies have an impact on mainstream literacy acquisition of migrant children. The findings suggest a need to recognise and embed home literacy practices in mainstream schools in order to ensure the acquisition of school literacies.
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| 15. |
- Olin-Scheller, Christina, 1958-, et al.
(author)
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Teaching and learning critical literacy at secondary school : The Importance of Metacognition
- 2017
-
In: Language and Education. - : Taylor & Francis Group. - 0950-0782 .- 1747-7581. ; 31:5, s. 418-431
-
Journal article (peer-reviewed)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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| 16. |
- Ou, Wanyu, 1992, et al.
(author)
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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
-
In: Language and Education. - 0950-0782. ; 38:1, s. 42-64
-
Journal article (peer-reviewed)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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| 17. |
- Salö, Linus, 1980-
(author)
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Universities, Their Responsibilities, and the Matter Of Language. On Supplementary-Language Summaries in Internationalizing Academia
- 2018
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In: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 32:6, s. 548-563
-
Journal article (peer-reviewed)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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| 18. |
- Schmidt, Catarina, et al.
(author)
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Paradoxes of access to equity: multilingual primary school classroom practices
- 2024
-
In: Language and Education. - : Taylor & Francis. - 0950-0782 .- 1747-7581. ; 38:2, s. 286-302
-
Journal article (peer-reviewed)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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| 19. |
- Sert, Olcay, 1981-, et al.
(author)
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The interactional management of claims of insufficient knowledge in English language classrooms
- 2013
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 27:6, s. 542-565
-
Journal article (peer-reviewed)abstract
- This paper primarily investigates the interactional unfolding and management of claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements and orientations to classroom artefacts. The research utilises transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in Luxembourg. The findings show that establishing recipiency through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. Furthermore, the findings illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures and headshakes) to initiate embodied claims of no knowledge and to show specific exchange structures. Finally, we suggest that certain interactional resources, including embodied vocabulary explanations and Designedly Incomplete Utterances (Koshik 2002), deployed by the teacher after a student’s claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. Our findings have implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Walsh 2006).
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| 20. |
- Sofkova Hashemi, Sylvana, 1969-
(author)
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Socio-semiotic patterns in digital meaning-making : semiotic choice as indicator of communicative experience
- 2017
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In: Language and Education. - Abingdon : Routledge. - 0950-0782 .- 1747-7581. ; 31:5, s. 432-448
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Journal article (peer-reviewed)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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| 21. |
- Sparreskog, Christa, 1979-
(author)
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Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives
-
In: Language and Education. - 0950-0782 .- 1747-7581. ; , s. 1-18
-
Journal article (peer-reviewed)abstract
- 26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein's model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma.
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| 22. |
- Svensson, Lennart G., 1944, et al.
(author)
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A 'Good' or 'Bad' student. A study of communication in class assessment meetings
- 1996
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In: Language and Education. - 0950-0782. ; 10:2/3, s. 132-150
-
Journal article (peer-reviewed)abstract
- This article describes a study of class assessment meetings (Swedish: klasskonferenser) in the upper secondary school in Sweden. The study focuses on communicative practices in these meetings, how interactional patterns are reproduced by the participants in the meetings, and how these patterns are linked to the social organisation of schools. The data consist of 20 audiotaped and transcribed meetings, each about 20 minutes long. The participants are; director of studies (chairperson at the meeting); form teacher of the class under discussion; subject teachers; school nurse; educational welfare officer; study and career counsellor. The investigation is focused on the participants' accounts of the students' performance and behaviour, and on how, when and why these accounts are provided; i.e. the content, the sequential structure, and the function of the accounts in the organisational context are analysed. The analyses suggest that the severe time constraints and the standardised agenda lead to a routinisation of the interaction. As this routinised pattern is taken over by new participants, it maintains the tradition and generates continuity in the social construction of the students, and leads to a somewhat stereotyped evaluation of student performance. The results of the meetings are, finally, discussed in terms of functions at the group level and from the perspective of the participants.
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| 23. |
- Tanner, Marie, 1965-
(author)
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Taking interaction in literacy events seriously : A conversation analysis approach to evolving literacy practices in the classroom
- 2017
-
In: Language and Education. - : Taylor & Francis Group. - 0950-0782 .- 1747-7581. ; 31:5, s. 400-417
-
Journal article (peer-reviewed)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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| 24. |
- Tholander, Michael, 1965-, et al.
(author)
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Doing subteaching in school group work : Positionings, resistance, and participation frameworks
- 2003
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 17:3, s. 208-234
-
Journal article (peer-reviewed)abstract
- This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers, and exploited a series of teacher-like strategies. Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroom teaching. Thereby, discursive practices that characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as 'teachers'. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher's task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.
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| 25. |
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| 26. |
- Uddling, Jenny, 1972-
(author)
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To integrate a language focus in a linguistically diverse physics classroom
- 2021
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; , s. 1-20
-
Journal article (peer-reviewed)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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| 27. |
- Wedin, Åsa, 1955-
(author)
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A restricted curriculum for second language learners : a self-fulfilling teacher strategy?
- 2010
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In: Language and Education. - Oxfordshire, United Kingdom : Routledge. - 0950-0782 .- 1747-7581. ; 24:3, s. 171-183
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Journal article (peer-reviewed)abstract
- The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden are followed for three years. The analysis draws on Halliday’s Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low demanding tasks and low engagement among students. Interaction in the classrooms consists mainly of short talk-turns with fragmentised language, frequent repairs and interruptions while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms.
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| 28. |
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| 29. |
- Wedin, Åsa, 1955-
(author)
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Letters, authority and secrecy : the case of Karagwe in Tanzania
- 2013
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In: Language and Education. - London : Taylor & Francis. - 0950-0782 .- 1747-7581. ; 27:1, s. 44-58
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Journal article (peer-reviewed)abstract
- This paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of the secrecy. It is also shown how children are socialized into this pattern of secrecies through literacy as they are used as messengers. When delivering secret letters and messages, they may be said to exercise a passive voice through literacy.
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| 30. |
- Winlund, Anna, 1973
(author)
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Emergent literacy instruction: 'continua of biliteracy' among newly immigrated adolescents
- 2020
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 34:3, s. 249-266
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Journal article (peer-reviewed)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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