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Wedin, Å. & Bergsten Provaznik, T. (2023). Att se med egna ögon: Kritisk literacitet på svenska för invandrare, sfi. Forskning om undervisning och lärande, 11(2), 30-52
Open this publication in new window or tab >>Att se med egna ögon: Kritisk literacitet på svenska för invandrare, sfi
2023 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 2, p. 30-52Article in journal (Refereed) Published
Abstract [sv]

I denna artikel undersöks möjligheter och utmaningar vad gäller att utveckla kritisk litteracitet för vuxna som deltar i sfi, studieväg 1. Artikeln bygger på intervjuer av fyra sfi-lärare och observationer av deras undervisning, inom ramen för ett aktionsforskningsprojekt där fokus var på kritisk litteracitet. Luke och Freebodys skriftspråkliga praktiker och Janks ramverk för dimensioner av kritisk litteracitet användes för analys. Studien visar både på möjligheter och utmaningar. Även om de fyra olika praktikerna pågick samtidigt är det tydligt att den kritiska uppfattas som mer utmanande för lärarna. Samtidigt framträdde en spänning mellan skolans demokratiuppdrag och lärarnas beredvillighet att låta elever ha direkt inflytande över exempelvis vilka frågor som väljs ut för kritisk analys. Ur ett maktperspektiv befinner sig eleverna på studieväg 1 i ett läge av underordning, såväl vad gäller möjligheter att utöva sina medborgerliga rättigheter som möjligheter att påverka rådande diskurser. Vi konstaterar att lärarnas villighet att inkludera kontroversiella frågor även behöver balanseras mot aspekter som klassrumsklimat och skydd av enskilda elevers välbefinnande

Keywords
kritisk litteracitet, sfi, studieväg 1, grundläggande litteracitet
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46197 (URN)
Funder
Swedish Institute for Educational Research, 2019/0001
Available from: 2023-06-14 Created: 2023-06-14 Last updated: 2023-06-22Bibliographically approved
Wedin, Å. (2023). Becoming an Independent Swedish Citizen: Critical Literacy as a Tool for Multilingual Literacies in Swedish for Immigrants. Studies in the Education of Adults
Open this publication in new window or tab >>Becoming an Independent Swedish Citizen: Critical Literacy as a Tool for Multilingual Literacies in Swedish for Immigrants
2023 (English)In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this article is to study the space for multilingualism and multiliteracy in the development of literacy skills through critical literacy in Swedish for Immigrants. The focus is on adult second language learners (L2 learners) with low education and Hornberger’s continua of biliteracy is used for the analysis of material from classroom observations. The observed teaching included space for multiliteracies and students were explicitly stimulated to bring their own experiences and express their own views. Thus, this linguistic ethnographic study supports earlier claims that all points on the continua are important in literacy education for adults. However, it also shows that conflicting perceptions may exist in class regarding what is happening and what should happen. Topics that are commonly used in critical literacy may further add to such risks. Developing literacy skills in an L2 means hard work, especially developing such skills from basic levels in adulthood. Thus, creating engagement is an important task for teachers, while teachers may hesitate in raising sensitive topics if they fear it may lead to conflict.  

Keywords
Swedish for Immigrants, multilingual literacy, continua of biliteracy, critical literacy, adult education, basic literacy education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-44704 (URN)10.1080/02660830.2023.2171097 (DOI)000920145300001 ()2-s2.0-85147315605 (Scopus ID)
Funder
Swedish Institute for Educational Research, 2019/0001
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-03-17Bibliographically approved
Egeland Ljung, B., Rosén, J., Bergström, J., Norlund Shaswar, A., Wedin, Å. & Winlund, A. (2023). Forskningsetiska frågor i flerspråkiga kontexter: Dilemman vid studier med vuxna och ungdomar med kort tidigare skolbakgrund. In: Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr Marian; Gunlög Sundberg (Ed.), Språk i praktiken – i en föränderlig värld: (pp. 309-329). Stockholms universitet (30)
Open this publication in new window or tab >>Forskningsetiska frågor i flerspråkiga kontexter: Dilemman vid studier med vuxna och ungdomar med kort tidigare skolbakgrund
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2023 (Swedish)In: Språk i praktiken – i en föränderlig värld / [ed] Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr Marian; Gunlög Sundberg, Stockholms universitet , 2023, no 30, p. 309-329Chapter in book (Other academic)
Abstract [sv]

Syftet med detta kapitel är att bidra till en dialog gällande forskningsetik utifrånsåväl juridiska som humanistiska aspekter. Exempel hämtas från dilemman somuppstått i etnografiskt inriktade studier där deltagarna är andraspråksanvändareav svenska och där många har begränsad erfarenhet av formell utbildning ochanvändning av skrift. Det kan vara svårt att ge forskningsinformation på ett sättsom elever med olika bakgrund förstår, särskilt vad gäller konsekvenserna avinformationen, av att delta i forskningen och vad det betyder att vara anonym.En utgångspunkt för kapitlet tas i begrepp som rör etisk omtanke samt i begreppsom rör samtycke och som utvecklats inom forskning om och med barn: inlärtsamtycke och samtycke som pågående process. Samtliga begrepp behandlar på ett ellerannat sätt den makt forskaren har i relation till deltagarna. Vidare diskuteras hurdeltagares eventuella utsatthet eller sårbarhet behöver ses i relation till denaktuella kontexten snarare än utifrån på förhand definierade kategorier.Avslutningsvis belyses forskares ansvar för att hela tiden göra etiskaöverväganden i sin profession och att dessa innebär en ständig och systematiskreflektion och en mängd val. Vi ser ett samhällsintresse i att etnografisk forskninggenomförs i andraspråkssammanhang där deltagarna i olika avseenden kanbetraktas som i en utsatt position. Detta ställer krav på utveckling av nu användaformer för samtyckesförfarande.

Place, publisher, year, edition, pages
Stockholms universitet, 2023
Series
ASLA:s skriftserie, ISSN 1100-5629, E-ISSN 2004-108X ; 30
Keywords
etik, vuxna, kort skolbakgrund, forskningsetik
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-47196 (URN)10.17045/sthlmuni.24321526.v1 (DOI)978-91-87884-30-6 (ISBN)
Projects
Grundläggande litteracitetsundervisning inom sfi
Funder
Swedish Institute for Educational Research, 2019 – 0001
Available from: 2023-10-27 Created: 2023-10-27 Last updated: 2023-11-03Bibliographically approved
Wedin, Å. & Norlund Shaswar, A. (2023). Interaction and meaning making in basic adult education for immigrants: The case of SFI in Sweden. Studies in the Education of Adults, 55(1), 24-43
Open this publication in new window or tab >>Interaction and meaning making in basic adult education for immigrants: The case of SFI in Sweden
2023 (English)In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 55, no 1, p. 24-43Article in journal (Refereed) Published
Abstract [en]

This article focuses on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study takes its theoretical ground in sociocultural a sociocultural view on language and education and an understanding of language as multiple and changing resources. Data was obtained through observations, field notes, and audio- and video-recordings. The examples presented here demonstrate that students were involved in the negotiation of meaning and had space to try different speaker roles and speech actions, such as (among others) initiating, agreeing, dissenting, arguing, interrupting, and taking the floor. These examples only constituted a restricted part of class time, and most of the teaching was of a type where little oral or written interaction took place. Overall, we think that SFI education could be improved by developing teaching that stimulates and allows for negotiations of meaning and language production, and also allows for use of different types of digital media, both for oral and written interaction.

Keywords
classroom interaction, Swedish for immigrants, SFI, adult education, speaker roles, speech actions, klassrumsinteraktion, Svenska för invandrare, sfi, vuxenundervisning, talarroller, talhandlingar
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-41309 (URN)10.1080/02660830.2022.2065786 (DOI)000785965300001 ()2-s2.0-85129612473 (Scopus ID)
Available from: 2022-04-24 Created: 2022-04-24 Last updated: 2023-09-18Bibliographically approved
Wedin, Å. & Straszer, B. (2023). Teachers of Swedish as a Second Language. Educare (1), 216-237
Open this publication in new window or tab >>Teachers of Swedish as a Second Language
2023 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 216-237Article in journal (Refereed) Published
Abstract [en]

This article explores the professional role of teachers of Swedish as a second language (SSL). The study is based on interviews with highly qualified SSL teachers to examine their perspectives regarding their professional identity; the opportunities, if any, that exist for them to have agency; and the changes they believe would lead to them having a stronger voice. Findings demonstrate that their everyday reality as teachers makes their role in education difficult. One contributing factor is that principals and teachers of other subjects lack sufficient knowledge about second language students (L2 students), which makes it unrealistic to assume SSL teachers can lead the type of school development and organisational change that they require to establish a voice in their role. To strengthen their profession, SSL teachers require a new type of role, one in which they not only are experts in the field of L2-student learning and educational needs but are also trained in issues of leadership.

Keywords
Swedish as a second language, Swedish as a second language teachers, teacher agency, teacher identity, teacher voice
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46373 (URN)10.24834/educare.2023.1.812 (DOI)
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2023-07-25Bibliographically approved
Wedin, Å. & Norlund Shaswar, A. (2023). Teachers’ perceptions of letter learning among adults: The case of basic literacy education in Swedish for Immigrants. Nordic Journal of Literacy Research, 9(1), 39-58
Open this publication in new window or tab >>Teachers’ perceptions of letter learning among adults: The case of basic literacy education in Swedish for Immigrants
2023 (English)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 9, no 1, p. 39-58Article in journal (Refereed) Published
Abstract [en]

This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on phonetic and phonological knowledge, they may not be able to identify difficulties for students and may even create unnecessary stumbling blocks for them. We conclude that there is a strong need for the development of basic literacy education for L2-adults to include both teacher knowledge and teaching aids

Keywords
letter learning; adult literacy learning; basic literacy; literacy teaching; phonological awareness
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-45862 (URN)10.23865/njlr.v9.3843 (DOI)
Projects
Grundläggande litteracitetsutveckling inom sfi
Funder
Swedish Institute for Educational Research, 2019/0001
Available from: 2023-04-18 Created: 2023-04-18 Last updated: 2023-04-20Bibliographically approved
Wedin, Å. (2023). Translanguaging pedagogy and multiliteraciets in basic literacy education in the adult L2-classroom: The case of SFI. In: : . Paper presented at TIM2023: Translanguaging in the Age of (Im)mobility, Fourth International Conference on Translanguaging, 12-14 June 2023, Dalarna University, Falun, Sweden.
Open this publication in new window or tab >>Translanguaging pedagogy and multiliteraciets in basic literacy education in the adult L2-classroom: The case of SFI
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim for this presentation is to discuss space for multiliteracies through translanguaging pedagogy in basic literacy education in Swedish for Immigrants (SFI). As argued by among others Baynham (2020) and Canagarajah (2011), multilingual pedagogies are important for student voice, and according to King and Bigelow (2020), this is particularly important in settings such as SFI, study path one, as multilingual practices help bridge between school and everyday life and thus enhance learning. The material used consists of video- and audio-recordings from classrooms together with field notes, photographs, and other artefacts. The analysis uses Hornbergers’ continua of biliteracy (2003), since it allows the analysis of power issues related to linguistic diversity and the use of varied linguistic resources, including multimodality. In these classrooms, teachers not only encourage students to draw on all their linguistic resources, but they also engage themselves in learning vocabulary from students’ diverse languages. In their multilingual pedagogy, they explicitly stimulate students to translate between languages and they give space for interaction in diverse languages. Preliminary findings show that by shuttling between linguistic resources, students draw on their earlier experiences and engage in interaction that allows the development of both oral and written language skills in the target language Swedish. 

References

Baynham, M. (2020). Comment on Part 1: Collaborative relationships. In E. Moore, J. Bradley, & J. Simpson (Eds.), Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities (pp. 15-22). Multilingual Matters.

Canagarajah, S. (2011). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. The Modern Language Journal, 95(iii), 401–417. 

King, K. A. & Bigelow, M. (2020). The hyper-local development of translanguaging pedagogies. In E. Moore, J. Bradley & J. Simpson (Eds.), Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities (pp. 199-215). Multilingual Matters. 

 

National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46199 (URN)
Conference
TIM2023: Translanguaging in the Age of (Im)mobility, Fourth International Conference on Translanguaging, 12-14 June 2023, Dalarna University, Falun, Sweden
Projects
Grundläggande litteracitetsutveckling inom sfi
Funder
Swedish Institute for Educational Research, 20190001
Available from: 2023-06-14 Created: 2023-06-14 Last updated: 2023-06-22Bibliographically approved
Wedin, Å. (2023). Transspråkande och multimodalitet i grundläggande skriftspråksundervisning i svenska för invandrare (sfi). In: : . Paper presented at Alfarådet 2023, nordisk konferens om grundläggande litteracitet i en digital värld, april 2023.
Open this publication in new window or tab >>Transspråkande och multimodalitet i grundläggande skriftspråksundervisning i svenska för invandrare (sfi)
2023 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-46198 (URN)
Conference
Alfarådet 2023, nordisk konferens om grundläggande litteracitet i en digital värld, april 2023
Available from: 2023-06-14 Created: 2023-06-14 Last updated: 2023-06-22Bibliographically approved
Wedin, Å. (2022). Att bli en självständig svensk medborgare: Kritisk litteracitet som ett redskap för flerspråkiga litteraciteter i sfi. In: : . Paper presented at SMDI Lund.
Open this publication in new window or tab >>Att bli en självständig svensk medborgare: Kritisk litteracitet som ett redskap för flerspråkiga litteraciteter i sfi
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Syftet med denna presentation är att visa hur rum för flerspråkighet och flerspråkig litteracitet kan skapas genom kritisk litteracitet i svenska för invandrare (sfi). Fokus ligger på vuxna andraspråksinlärare med kort eller ingen skolbakgrund innan ankomst till Sverige, studieväg 1. Studien genomfördes inom ramen för ett aktionsforskningsprojekt och det använda materialet kommer från observationer av en lärares arbete i fyra undervisningsgrupper under två terminer. Fältanteckningar, fotografier och videofilmer är analyserade med hjälp av Hornbergers continua of biliteracy (Hornberger & Skilton-Sylvester, 2000; Hornberger, 2003). 

 

Analysen visade att den observerade undervisningen erbjöd rum för flerspråkighet och att eleverna explicit stimulerades till att bidra med sina egna erfarenheter och uttrycka sina egna uppfattningar. Därmed stöder denna studie tidigare anspråk av bl.a. Hornberger och Skilton-Sylvester (2000) vad gäller att alla lägen på kontinuerna är viktiga i litteracitetsundervisning för vuxna. Studien visar emellertid också att motsägelsefulla uppfattningar kan existera i klassrummet angående vad som sker och vad som borde ske. Teman som är vanliga inom kritisk litteracitet kan öka risken för denna slags motsättningar. Att utveckla skriftspråksfärdigheter i ett andraspråk innebär hårt arbete, i synnerhet när det handlar om att utveckla sådana på grundläggande nivå vid vuxen ålder. Det är därför en viktig uppgift för lärarna att skapa engagemang, vilket motiverar användning av kritisk litteracitet, samtidigt som vissa lärare kan tveka inför att ta upp känsliga ämnen om de är rädda för att de kan skapa konfliktsituationer.

 

National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-43320 (URN)
Conference
SMDI Lund
Available from: 2022-11-22 Created: 2022-11-22 Last updated: 2023-03-17Bibliographically approved
Wedin, Å. (2022). Education in times of migration: Conflicting discourses for teachers and principals in the Language Introduction Programme in Sweden. In: : . Paper presented at NFP-MI Migration and Super-Diversity, Theory, Method and Practice..
Open this publication in new window or tab >>Education in times of migration: Conflicting discourses for teachers and principals in the Language Introduction Programme in Sweden
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This presentation focuses on the Language Introduction Programme (LIP) in upper secondary school in Sweden, a programme for recently arrived students who have not yet qualified for mainstream programmes. The aim is to draw attention to structural ambivalence that may affect students’ educational rights. The study is based on content analysis of official documents regarding teacher roles and has a critical theoretical base, with a focus on agency. Documents were analyzed through a layered model of critical discourse analysis, where national documents were related to course plans from education for teachers and principals. This enables a discussion about coherence and contradictions regarding the LIP when it comes to the quality of the education in relation to teachers’ and principals’ agency, qualifications, and professional roles. One conclusion is that the continuity between layers is weak, and that the qualifications that are stipulated for teachers at the national level do not comply with demands for those who are responsible for the education and its quality at the LIP. There is thus a discontinuity which may explain some problems with the LIP identified in previous research and reports. 

 

National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-43315 (URN)
Conference
NFP-MI Migration and Super-Diversity, Theory, Method and Practice.
Available from: 2022-11-22 Created: 2022-11-22 Last updated: 2023-03-17Bibliographically approved
Projects
Grundläggande litteracitetsundervisning inom sfi; Publications
Wedin, Å. & Bergsten Provaznik, T. (2023). Att se med egna ögon: Kritisk literacitet på svenska för invandrare, sfi. Forskning om undervisning och lärande, 11(2), 30-52Wedin, Å. (2023). Becoming an Independent Swedish Citizen: Critical Literacy as a Tool for Multilingual Literacies in Swedish for Immigrants. Studies in the Education of AdultsWedin, Å. & Norlund Shaswar, A. (2023). Interaction and meaning making in basic adult education for immigrants: The case of SFI in Sweden. Studies in the Education of Adults, 55(1), 24-43Wedin, Å. (2023). Transspråkande och multimodalitet i grundläggande skriftspråksundervisning i svenska för invandrare (sfi). In: : . Paper presented at Alfarådet 2023, nordisk konferens om grundläggande litteracitet i en digital värld, april 2023. Wedin, Å. & Shaswar, A. N. (2021). Litteracitetspraktiker i vardags- och samhällsliv: Skriftspråksvanor hos svenska sfi-elever med kort eller ingen tidigare studiebakgrund. Nordic Journal of Literacy Research, 7(2), 19-19
Modersmål, minoriteter och språklig heterogenitet
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2992-0818

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