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Straszer, B. & Paulsrud, B. (2019). Everyday translanguaging and the young child.. In: : . Paper presented at The 3rd Translanguaging Conference: Translanguaging in the Individual, at School and in Society, 2019.04.11-12. at Linnaeus University, Växjö, Sweden..
Öppna denna publikation i ny flik eller fönster >>Everyday translanguaging and the young child.
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Språk och litteratur
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-30866 (URN)
Konferens
The 3rd Translanguaging Conference: Translanguaging in the Individual, at School and in Society, 2019.04.11-12. at Linnaeus University, Växjö, Sweden.
Tillgänglig från: 2019-10-07 Skapad: 2019-10-07 Senast uppdaterad: 2019-10-11Bibliografiskt granskad
Paulsrud, B. (2019). Just a little plus: The CLIL Student Perspective. In: Liss Kerstin Sylvén (Ed.), Investigating Content and Language Integrated LearningInsights from Swedish High Schools: (pp. 285-300). Multilingual Matters
Öppna denna publikation i ny flik eller fönster >>Just a little plus: The CLIL Student Perspective
2019 (Engelska)Ingår i: Investigating Content and Language Integrated LearningInsights from Swedish High Schools / [ed] Liss Kerstin Sylvén, Multilingual Matters, 2019, s. 285-300Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Multilingual Matters, 2019
Nationell ämneskategori
Utbildningsvetenskap Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27856 (URN)2-s2.0-85061037522 (Scopus ID)9781788922425 (ISBN)9781788922418 (ISBN)9781788922401 (ISBN)
Tillgänglig från: 2018-06-14 Skapad: 2018-06-14 Senast uppdaterad: 2019-02-19Bibliografiskt granskad
Paulsrud, B. (2019). Mapping CLIL in Sweden. In: Liss Kerstin Sylvén (Ed.), CLIL in Sweden: A longitudinal investigation at senior high school level: (pp. 19-34). Multilingual Matters
Öppna denna publikation i ny flik eller fönster >>Mapping CLIL in Sweden
2019 (Engelska)Ingår i: CLIL in Sweden: A longitudinal investigation at senior high school level / [ed] Liss Kerstin Sylvén, Multilingual Matters, 2019, s. 19-34Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Multilingual Matters, 2019
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27858 (URN)2-s2.0-85061055094 (Scopus ID)9781788922401 (ISBN)9781788922425 (ISBN)9781788922418 (ISBN)
Tillgänglig från: 2018-06-14 Skapad: 2018-06-14 Senast uppdaterad: 2019-02-19Bibliografiskt granskad
Paulsrud, B. & Rosén, J. (2019). Translanguaging and language ideologies in education: Northern and Southern perspectives. In: Brunn, S. & Kehrein, R. (Ed.), Handbook of the Changing World Language Map: (pp. 1-15). Springer
Öppna denna publikation i ny flik eller fönster >>Translanguaging and language ideologies in education: Northern and Southern perspectives
2019 (Engelska)Ingår i: Handbook of the Changing World Language Map / [ed] Brunn, S. & Kehrein, R., Springer, 2019, s. 1-15Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

In this chapter we examine language ideologies as part of a translanguaging framework in education. We begin with an overview of the concept translanguaging, from its origins as a term in bilingual education in Wales to its development in research on multilingual classrooms mainly in the North American and British contexts. From there, translanguaging has spread as both a theoretical and pedagogical concept used by researchers and educators to approach linguistically and culturally diverse environments, in and outside of the classroom. Hence, the theoretical and pedagogical objectives have emerged side by side and enhanced one another. Employing a perspective based in critical pedagogy, we present and analyze empirical studies from different educational and political contexts to illustrate how ideologies are expressed through implicit and explicit policies in the classroom. The three foci include studies of translanguaging in the early years in continental Europe, in secondary schools in Scandinavia, and in higher education in South Africa. Many studies of translanguaging present examples of classroom practices in multilingual contexts and where English is often the majority/dominant language. However, our aim is not to examine the pedagogical practices per se but rather to explore the language ideologies made visible, negotiated and challenged through translanguaging in the selected studies. With a focus on translanguaging and language ideologies in education, the ways translanguaging may resist language hierarchies and monolingual norms, and instead promote social justice, become especially relevant. We conclude the chapter with a discussion of the implications of such ideological stances in education.

Ort, förlag, år, upplaga, sidor
Springer, 2019
Nyckelord
translanguaging, language ideologies, education, linguistic resources, linguistic norm
Nationell ämneskategori
Språk och litteratur
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27725 (URN)10.1007/978-3-319-73400-2_124-1 (DOI)978-3-030-02438-3 (ISBN)978-3-319-73400-2 (ISBN)
Anmärkning

online first

Tillgänglig från: 2018-05-25 Skapad: 2018-05-25 Senast uppdaterad: 2019-06-20Bibliografiskt granskad
Paulsrud, B. & Zilliacus, H. (2018). En skola för alla: Flerspråkighet och transspråkande i lärarutbildningen. In: : . Paper presented at ASLA-symposiet 2018: Klassrumsforskning och språk(ande), 12–13 april 2018, Karlstads universitet..
Öppna denna publikation i ny flik eller fönster >>En skola för alla: Flerspråkighet och transspråkande i lärarutbildningen
2018 (Svenska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [sv]

Språklig mångfald i den svenska skolan ställer krav på verksamma lärare, liksom på lärarutbildare och lärarstudenter. För att undersöka synpunkter på och erfarenheter av flerspråkighetspedagogik och utforska om transpråkande får utrymme i den svenska lärarutbildningen, har vi utfört en intervjustudie med lärarutbildare och lärarstudenter. Vårt fokus är på hur studenterna förbereds inför sitt arbete med den språkliga mångfalden i dagens skola samt vilka möjligheter, alternativ begränsningar, för transspråkande finns i lärarutbildningen. Vi vill även belysa hur transspråkande kan relateras till social rättvisa och strävan efter en skola för alla. I studien har vi intervjuat femton lärarutbildare från fyra lärosäten enskilt och fjorton lärarstudenter från tre av dessa lärosäten i grupp. Vi har gjort en tematisk analys av deras svar. Målet med intervjuerna var att uppmuntra deltagarna att prata fritt om just språklig mångfald i relation till lärarutbildningen samt om deras synpunkter och erfarenheter som utbildare eller student.

Lärarutbildare och lärarstudenter uppger att de ser på den språkliga mångfalden både inom lärarutbildningen och i den svenska skolan som central i dagens undervisning. Däremot pekar deras svar åt olika möjligheter och begränsningar, vilket i sin tur avslöjar vilken plats transspråkande kan ha i lärarutbildningen. I vårt paper ska vi presentera resultat uppdelade i teman: först på hur lärarutbildare och lärarstudenter ser på språklig mångfald i lärarutbildningen och skolan, och sedan på vilken plats flerspråkighetspedagogik tar i utbildningen. I dessa teman uppdagas frågor om bland annat bristperspektiv på språk, språkhierarkier, vikten av verksamhetsförlagd utbildning samt ovisshet om vem som har ansvar för flerspråkighetspedagogik i lärarutbildningen. Vi ämnar att föra en diskussion om transspråkande i lärarutbildningen, samt om transspråkande och social rättvisa.

Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27847 (URN)
Konferens
ASLA-symposiet 2018: Klassrumsforskning och språk(ande), 12–13 april 2018, Karlstads universitet.
Tillgänglig från: 2018-06-13 Skapad: 2018-06-13 Senast uppdaterad: 2018-06-14Bibliografiskt granskad
Paulsrud, B. & Zilliacus, H. (2018). Flerspråkighet och transspråkande i lärarutbildningen. In: BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin (Ed.), Transspråkande i svenska utbildningssammanhang: (pp. 27-48). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Flerspråkighet och transspråkande i lärarutbildningen
2018 (Svenska)Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 27-48Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-28286 (URN)9789144119755 (ISBN)
Tillgänglig från: 2018-08-10 Skapad: 2018-08-10 Senast uppdaterad: 2018-12-03Bibliografiskt granskad
Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (2018). Introduktion. In: BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin (Ed.), Transspråkande i svenska utbildningssammanhang: (pp. 11-26). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Introduktion
2018 (Svenska)Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 11-26Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-28287 (URN)9789144119755 (ISBN)
Tillgänglig från: 2018-08-10 Skapad: 2018-08-10 Senast uppdaterad: 2018-08-14Bibliografiskt granskad
Paulsrud, B. & Zilliacus, H. (2018). Multicultural and multilingual education: Current challenges in teacher education in Sweden and Finland. In: : . Paper presented at Multilingualism and Education: Interdisciplinary and International Perspectives, University of Oslo, May 7 2018.
Öppna denna publikation i ny flik eller fönster >>Multicultural and multilingual education: Current challenges in teacher education in Sweden and Finland
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This paper presents part of the research collaboration Multilingual and intercultural education in Sweden and Finland (MINTED), a study of education policy and teacher education. We have examined how the concepts multilingualism and interculturality are represented, on the one hand, explicitly and implicitly in teacher education in relation to national policy, and on the other hand, in the perspectives of teacher educators and students in response to the multilingual and multicultural classroom.

 

In this paper, we present an empirical study of teacher educator views on the challenges and needs they face in relation to multicultural and multilingual education in their teacher training institutions. We have interviewed 29 teacher educators (14 in Finland and 15 in Sweden) at eight universities with an aim to understand the current policies and practices for supporting quality multicultural and multilingual education. Our analysis is framed by three general categories: Instructional, institutional and socio-political challenges in teacher education (Gorski, 2012), and we relate the study to our previous analyses of the national curricula for compulsory schooling in the two countries. Results indicate that educators call for greater competence in addressing diversity in the classroom, with a need for concrete encounters and experiences. Moreover, a deeper integration of multicultural and multilingual education across the institutions is needed. In our presentation, we offer examples of both challenges and strategies considered by the educators for a teacher education programme that may better serve all students. We also highlight differences between the two national contexts.

 

We contribute to the symposium in several ways. First, our study offers a timely investigation into current needs in teacher education. This is relevant as pre-service teachers will be facing a very different classroom than the teacher educators themselves had in their respective school contexts. As one teacher educator stated: ”We need to prepare teacher students to teach in a school that looks much different than the one they went to themselves.” Second, we offer a unique comparison of two seemingly similar but rather different contexts. Finland and Sweden are neighbouring countries with similar education policies, practices and values, yet quite different frameworks and practices. Finally, we address the implications of our study on the directions necessary for the development of teacher education and how spaces for multilingual and intercultural educational practices can be created.

Nyckelord
teacher education, challenges, multilingual education, multicultural education
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27846 (URN)
Konferens
Multilingualism and Education: Interdisciplinary and International Perspectives, University of Oslo, May 7 2018
Tillgänglig från: 2018-06-13 Skapad: 2018-06-13 Senast uppdaterad: 2018-06-14Bibliografiskt granskad
Paulsrud, B., Juvonen, P. & Schalley, A. C. (2018). Multilingualism, teacher cognition and inclusive education: A study of attitudes, beliefs and knowledge. In: : . Paper presented at Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext, Högskolan Dalarna, Falun, 12-13 november 2018.
Öppna denna publikation i ny flik eller fönster >>Multilingualism, teacher cognition and inclusive education: A study of attitudes, beliefs and knowledge
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Due to increased migration and mobility world-wide, educational settings are changing, with classrooms characterized by considerable diversity in students’ linguistic backgrounds. This heterogeneity poses a challenge to education and in particular to inclusive education – that is, the aim of offering quality education for all while also respecting diversity and different needs and abilities, characteristics and learning expectations (see Kugelmass, 2006). Pre-primary and primary teachers’ attitudes, beliefs and knowledge (ABK) on multilingualism are critical factors to achieving inclusive education. Teacher cognition (Borg, 2003, 2006) addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices (Borg, 2003).

The present study addresses multilingualism, teacher cognition and inclusive education in Sweden, with an aim to empirically investigate attitudes, beliefs and knowledge of pre-primary and primary teachers. We employ a mixed-methods approach (semi-structured interviews and large-scale online survey), studying what shapes attitudes, beliefs and knowledge on multilingualism and which factors correlate with these.

In our presentation, we will offer an overview of our larger ongoing project, before moving to preliminary results from the first interviews. We are currently interviewing pre-primary and primary teachers, aiming for participants from varied school demographics. Our focus is on their experiences with multilingualism in the classroom as well as their insights from their own backgrounds and teacher training. Our results are expected to generate new understandings of teachers’ perceptions of classroom diversity and of children who speak languages in addition to Swedish, as well as how these perceptions are shaped and how they influence classroom practices. Thus, our study will contribute to the theoretical perspectives of teacher cognition and inclusive education.

References

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36: 81–109.

Kugelmass, J.W. (2006). Sustaining cultures of inclusion: the value and limitations of cultural analyses. European Journal of Psychology of Education XXI(3): 279–292.

Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-29471 (URN)
Konferens
Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext, Högskolan Dalarna, Falun, 12-13 november 2018
Tillgänglig från: 2019-02-11 Skapad: 2019-02-11 Senast uppdaterad: 2019-02-12Bibliografiskt granskad
Paulsrud, B. & Zilliacus, H. (2018). Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland. In: : . Paper presented at Language, Identity and Education in Multilingual Contexts,(LIEMC18), Marino Institute of Education – an Associated College of the University of Dublin, Trinity College on 1 – 3 February 2018.
Öppna denna publikation i ny flik eller fönster >>Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Multilingualism is visible and officially recognised in Sweden and Finland. Both have education systems promoting equity and equality, articulated in the motto “one school for all”. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. Our study aims at clarifying the conceptual frameworks of multilingual education in the two contexts through an analysis of their compulsory school curricula, using Ruiz’s (1984) framework of three language orientations of language planning: language as problem, resource or right. Questions emerging from the language-as-problem orientation include how and for whom languages are considered problems, which hierarchies may be in place, and what challenges are created for minority speakers. The language-as-right orientation focuses on the right to both avoid discrimination for language use and to use one’s own language to access democracy. Finally, language-as-resource offers a more positive view on multilingualism, one in which linguistic diversity is both valued and supported as part of a pluralistic society. The material investigated includes the Swedish Curriculum for the compulsory school, preschool class and the recreation centre (2015) and the Finnish National comprehensive school curriculum (2014), as well as some supporting documents from each country. The two curricula differ in their orientations of language as problem, resource or right. Both stress the rights of minority language speakers through mother tongue support. Finland, however, has an explicit emphasis on the value and place of multilingualism in the classroom; while in Sweden, a language hierarchy is evident and a monolingual norm is prevalent. Given the common focus on providing education for all and also given Sweden’s long history of provision of mother tongue support and Swedish as a second language instruction, the different spaces for multilingual education revealed in the education policies are somewhat surprising. In our presentation, we will examine and compare examples from our analysis of the orientations and discuss how these spaces created are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies.

 

Ruiz, R. (1984). Orientations in Language Planning. NABE Journal, 8(2), 15–34.

Nyckelord
national curriculum, language orientations, multilingual education
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27845 (URN)
Konferens
Language, Identity and Education in Multilingual Contexts,(LIEMC18), Marino Institute of Education – an Associated College of the University of Dublin, Trinity College on 1 – 3 February 2018
Tillgänglig från: 2018-06-13 Skapad: 2018-06-13 Senast uppdaterad: 2018-06-14Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-9024-330X

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