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- Alisaari, Jenni, et al.
(författare)
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Mother tongue education in four Nordic countries : problem, right or resource?
- 2023
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Ingår i: Apples - Journal of Applied Language Studies. - : University of Jyväskylä. - 1457-9863. ; 17:2, s. 52-72
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Tidskriftsartikel (refereegranskat)abstract
- Jenni Alisaari, University of Stockholm, Sweden & University of Turku, Finland Line Møller Daugaard, VIA University College, Denmark Joke Dewilde University of Oslo, NorwayRaisa Harju-Autti, Tampere University, Finland Leena Maria Heikkola, Åbo Akademi University, FinlandJonas Yassin Iversen, Inland Norway University of Applied Sciences Niina Kekki, University of Turku, Finland Sari Pesonen, University of Stockholm, SwedenAnne Reath Warren, Uppsala University, Sweden Boglárka Straszer, Dalarna University, Sweden Maija Yli-Jokipii, Tampere University, FinlandThe Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.
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| 2. |
- Fredriksson, Maria, 1979-
(författare)
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Med blicken på möten : Martin Bubers pedagogiska idé i dialog med förskolans praktik
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to develop knowledge and empirical understanding relating to encounters between preschool children and their teachers. Supported by Martin Buber’s philosophy of dialogue and research, it describes the interpersonal encounters between preschool children and their teachers as being the most significant aspect of educational practice as well as foundational for learning. This doctoral thesis comprises two studies, both of which are video-documented observational studies conducted at a preschool that had 53 children and ten teachers.The first study, which is a summarised rewrite of a published licentiate thesis, examines dialogue as being a form of qualitative encounter between teacher and child. The focus of interest is the effect on a dialogue when more children join one already in progress. Results demonstrate that the dialogue can be interrupted; interrupted and then resumed with a new participant; interrupted and then resumed without a new participant; or simply continued without a new participant. It is the action on the part of the teacher in these situations that seems to have the greatest effect.The second study focuses on the preconditions of educational encounters. Of interest here are the following questions: what aspects of a teacher’s actions can be understood as forming the preconditions of educational encounters?; what aspects of teaching are significant when it comes to opportunities for educational encounters?; and how can relationship- and knowledge-building dimensions of educational encounters be considered intertwined?Results demonstrate that teachers’ actions that serve to create the preconditions of educational encounters are often everyday and spontaneous, where attentiveness, tolerance, affirmation and extending are significant. These actions often occur simultaneously and are affected by the actions of the children. Together, the results provide opportunity to put words to and highlight how small everyday actions on the part of the teacher can be considered fundamental for educational encounters that simultaneously build relationships and knowledge.
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| 5. |
- Rosén, Jenny, 1979-, et al.
(författare)
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Användning av språkliga resurser i studiehandledning på modersmålet
- 2020
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 26-48
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln undersöks pedagogiska, språkliga och kulturella aspekter av studiehandledning på modersmålet för att uppmärksamma frågor om likvärdighet och social rättvisa i grundskolan. Den teoretiska utgångspunkten tas i Bhabhas begrepp tredje rummet samt i en dynamisk syn på flerspråkighet genom begreppet transspråkande. Artikeln bygger på intervjuer med studiehandledare, och observationer från studiehandledningstillfällen. Studiens resultat presenteras i följande avsnitt: 1) Studiehandledningens pedagogiska praktiker, 2) Användning av multimodala resurser och 3) Studiehandledningens kulturella ramar. Därmed synliggörs komplexiteten i de pedagogiska, språkliga och kulturella praktiker som studiehandledningen innebär. Enligt våra slutsatser kan studiehandledning inte ses som enbart stöd genom elevens modersmål eller starkaste språk, utan bör snarare betraktas som en transspråkande praktik som utmanar språkliga och kulturella gränser. Detta stärker förståelsen av studiehandledningens mellanförskap, som inte bara innebär ett mellanrum mellan två kulturer, två språk, två livsåskådningar och två kunskapssyner, utan en komplex och dynamisk mångfald. Dessa transformerande praktiker synliggör studiehandledarnas upplevda brist på aktörskap, som medför att eleverna går miste om kunskap med potential att vidga perspektiv och gynna deras kunskapsutveckling och kritiska tänkande. För att uppnå likvärdighet och social rättvisa i skolan framstår nödvändigheten i att stärka studiehandledares position genom förtydligande av uppdraget samt ett mer strukturerat samarbete med klass- och ämneslärare.
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| 7. |
- Rosén, Jenny, 1979-, et al.
(författare)
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Språklig mångfald i förskolan
- 2020
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Ingår i: Modersmål, minoriteter och mångfald. - Lund : Studentlitteratur AB. - 9789144133065 ; , s. 109-137
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Rosén, Jenny, 1979-, et al.
(författare)
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Studiehandledning på modersmål : Studiehandledares positionering och yrkesroll
- 2019
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- In this article focus is directed towards Study Guidance in the Mother Tongue (SGMT) and SGMT tutors’ professional roles in Swedish compulsory school. The aim is to study how SGMT tutors are positioned and position themselves in relation to official documents and other actors in school. Questions that are highlighted in the article deal with forms for participation in school activities, opportunities to agency and voice as well as expressions of professionality in the SGMT tutor role. The empirical material builds mainly on interviews with SGMT tutors together with official documents. The results show that there is big variation between individual SGMT tutors when it comes to their possibilities for agency and to make their voices heard, as well as when it comes to participation and influence. Several co-operating factors have been identified that may strengthen the SGMT tutors’ profession where competence and possibilities for co-operation with class and subject teachers appear as crucial. Also questions of organisational art, such as time allocated for preparation, are important for SGMT tutors’ profession.
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| 10. |
- Straszer, Boglárka, fil.dr, 1973-, et al.
(författare)
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Att vägleda nyanlända
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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