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Publications (10 of 63) Show all publications
Rosén, J. & Wedin, Å. (2018). Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet. In: Eva Reimers, Martin Harling, Ingrid Henning Loeb (Ed.), Lärarprofession i en föränderlig tid: . Göteborgs universitet
Open this publication in new window or tab >>Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet
2018 (Swedish)In: Lärarprofession i en föränderlig tid / [ed] Eva Reimers, Martin Harling, Ingrid Henning Loeb, Göteborgs universitet, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborgs universitet, 2018
National Category
Pedagogical Work
Research subject
Education and Learning, På tröskeln till förskolan - Förskollärarstudenters lärande i flerspråkig och mångkulturell kontext
Identifiers
urn:nbn:se:du-27722 (URN)
Note

Kommande

Available from: 2018-05-25 Created: 2018-05-25 Last updated: 2018-05-25Bibliographically approved
Svensson, G., Rosén, J., Straszer, B. & Wedin, Å. (2018). Greppa flerspråkigheten: en resurs i lärande och undervisning. Skolverket
Open this publication in new window or tab >>Greppa flerspråkigheten: en resurs i lärande och undervisning
2018 (Swedish)Report (Other academic)
Abstract [sv]

Vikten av att elevers språkliga kunskaper och erfarenheter ses som tillgångar för lärande i skolan är den röda tråden för den här kunskapsöversikten.

Place, publisher, year, edition, pages
Skolverket, 2018
Series
Forskning för skolan
Keyword
Språk, Språkutveckling, Flerspråkighet, Forskning
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-27353 (URN)978-91-7559-316-6 (ISBN)
Available from: 2018-03-07 Created: 2018-03-07 Last updated: 2018-03-07Bibliographically approved
Straszer, B., Rosén, J. & Wedin, Å. (2018). Imagining the homeland – mother tongue tuition as transnational spaces. In: : . Paper presented at Language, Identity and Education in Multilingual Contexts – Dublin, February 1-3 2018.
Open this publication in new window or tab >>Imagining the homeland – mother tongue tuition as transnational spaces
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-27338 (URN)
Conference
Language, Identity and Education in Multilingual Contexts – Dublin, February 1-3 2018
Available from: 2018-03-02 Created: 2018-03-02 Last updated: 2018-03-08Bibliographically approved
Rosén, J. & Wedin, Å. (2018). Same but different. Negotiating diversity in Swedish pre-school teacher training. Journal of Multicultural Discourses
Open this publication in new window or tab >>Same but different. Negotiating diversity in Swedish pre-school teacher training
2018 (English)In: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, ISSN 1744-7143Article in journal (Refereed) Published
Abstract [en]

Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students are positioned and position themselves in relation to such discourses. The article takes its point of departure in an ethnographic four-year project that studied a group of students recruited to the pre-school teacher training by a municipality because of their migration background. The material analyzed consists of interviews and observations during the four years that the students participated in the program. Using the framework of nexus analysis, it reveals an ambivalence in attitudes in relation to diversity and in the positioning of certain students as other. Due to their historical bodies, the students are expected to add value to the pre-school teacher training program, but at the same time, they are expected to perform like everyone else in the program, reproducing a discourse of diversity as a positive asset.

Keyword
Pre-school teacher training, cultural diversity, multilingualism, nexus analysis, identity construction, positioning
National Category
Educational Sciences
Research subject
Education and Learning, På tröskeln till förskolan - Förskollärarstudenters lärande i flerspråkig och mångkulturell kontext
Identifiers
urn:nbn:se:du-27240 (URN)10.1080/17447143.2018.1426589 (DOI)
Note

Taylor & Francis Open Access agreement with Bibsam

Available from: 2018-02-16 Created: 2018-02-16 Last updated: 2018-03-19Bibliographically approved
Rosén, J., Wedin, Å. & Straszer, B. (2018). Translation, tuition and translanguaging. Perspectives on study guidance in the mother tongue in the Swedish compulsory school. In: : . Paper presented at Multilingualism and Education: Interdisciplinary and International Perspective, 7-8 May, 2018, University of Oslo.
Open this publication in new window or tab >>Translation, tuition and translanguaging. Perspectives on study guidance in the mother tongue in the Swedish compulsory school
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Education and Learning, Modersmålsundervisning och studiehandledning i grundskolan – undervisningens praktik, villkor och pedagogik
Identifiers
urn:nbn:se:du-27726 (URN)
Conference
Multilingualism and Education: Interdisciplinary and International Perspective, 7-8 May, 2018, University of Oslo
Available from: 2018-05-25 Created: 2018-05-25 Last updated: 2018-05-25Bibliographically approved
Wedin, Å., Rosén, J. & Hennius, S. (2018). Transspråkande och multimodalitet i grundläggande skriftsspråksundervisning inom sfi. Pedagogisk forskning i Sverige (1-2), 15-38
Open this publication in new window or tab >>Transspråkande och multimodalitet i grundläggande skriftsspråksundervisning inom sfi
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 1-2, p. 15-38Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Malmö: , 2018
National Category
Languages and Literature
Research subject
Education and Learning, Språkliga resurser och digitala verktyg i grundläggande skriftspråksundervisnign inom sfi
Identifiers
urn:nbn:se:du-27727 (URN)
Available from: 2018-05-25 Created: 2018-05-25 Last updated: 2018-05-25
Wedin, Å., Hermansson, C. & Holm, L. (2017). Analyzing literacy education: the Scandinavian scene. Language and Education, 31(5), 395-399
Open this publication in new window or tab >>Analyzing literacy education: the Scandinavian scene
2017 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 5, p. 395-399Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Routledge, 2017
National Category
Educational Sciences
Research subject
Education and Learning, Flerspråkighet i undervisningen
Identifiers
urn:nbn:se:du-24704 (URN)10.1080/09500782.2017.1305399 (DOI)000407905000001 ()
Projects
Flerspråkighet i undervisningen
Available from: 2017-04-11 Created: 2017-04-11 Last updated: 2017-09-07Bibliographically approved
Wedin, Å. (2017). Arbete med identitetstexter: Flerspråkigt skrivande för identitetsförhandling och engagemang. Nordand: nordisk tidsskrift for andrespråksforskning, 1, 45-61
Open this publication in new window or tab >>Arbete med identitetstexter: Flerspråkigt skrivande för identitetsförhandling och engagemang
2017 (Swedish)In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 1, p. 45-61Article in journal (Refereed) Published
Abstract [en]

In applied linguistics and critical theory, identity has become an important theoretical and analytical concept. Work with multilingual identity texts has been developed in Canada by teachers and researchers in cooperation to creating opportunities for students’ identity development academically, intellectually and personally. The focus in the article is on student engagement and negotiation of identities. Results are presented from an ethnographically inspired action research where students in grade four where inspired to use their multiple language resources. Through participant observation and interviews material was created during the project. Students’ talk of how they navigate in multilingual environments outside school and of how they try to extend their linguistic repertoire by learning from each other challenge traditional views of mother tongue and home country. The work with identity texts made students’ varied and complex linguistic resources visible while opportunities to negotiate identities were offered, creating space for changing roles and for discussions about emotions related to language.  The project showed that changes in classroom practices by including different languages put high demands on teachers, on development of the cooperation with mother tongue teachers, study guidance assistants in the mother tongue and parents, and on organizational support. The multilingual writing increased students’ engagement while also increasing linguistic awareness among students and teachers.

 

Keyword
flerspråkigt skrivande, identitet, engagemang, identitetstexter, identitetsförhandling
National Category
General Language Studies and Linguistics
Research subject
Education and Learning, Flerspråkighet i undervisningen
Identifiers
urn:nbn:se:du-23952 (URN)10.18261/issn.2535-3381-2017-01-04 (DOI)
Projects
Flerspråkighet i undervisningen
Available from: 2017-01-22 Created: 2017-01-22 Last updated: 2018-01-13Bibliographically approved
Wedin, Å. & Wessman, A. (2017). Multilingualism as policy and practices in elementary school: Powerful tools for inclusion of newly arrived pupils. International Electronic Journal of Elementary Education, 9(4), 873-890
Open this publication in new window or tab >>Multilingualism as policy and practices in elementary school: Powerful tools for inclusion of newly arrived pupils
2017 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 9, no 4, p. 873-890Article in journal (Refereed) Published
Abstract [en]

The aim with this article is to analyse language policy in relation to multilingual practices in primary school through an understanding of the policy on different levels – as management, perception and practice. The article is based on longitudinal ethnographic action research that was conducted parallel to local school development. Here we draw on material from observations, interviews and notes written by participating teachers when arguing that engaging with policy processes may constitute a powerful tool for school development.  Development of language policies that include students’ diverse linguistic backgrounds, in this case multilingual educational practices, here supported students in their language development in the bridge between L2-support and work in the mainstream classroom. The conclusion is that the promotion of language policies that oppose hierarchies of power is crucial in terms of social change as it promotes social equity and fosters change. Involvement in terms of policy processes may shift the boundaries for what is possible in education and may thus constitute a powerful tool in school development.

Keyword
Multilingualism, language policy, practices, identity texts, policy levels
National Category
Pedagogical Work
Research subject
Education and Learning, Flerspråkighet i undervisningen
Identifiers
urn:nbn:se:du-24988 (URN)2-s2.0-85021700652 (Scopus ID)
Projects
Flerspråkiga resurser i undervisningen
Note

Open Access APC beslut 18/2017

Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-11-29Bibliographically approved
Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.). (2017). New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters
Open this publication in new window or tab >>New Perspectives on Translanguaging and Education
2017 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017. p. 248
Series
Bilingual Education and Bilingualism
Keyword
translangualing, multlingualism
National Category
Learning
Research subject
Education and Learning, Flerspråkighet i undervisningen
Identifiers
urn:nbn:se:du-24989 (URN)10.21832/PAULSR7814 (DOI)9781783097807 (ISBN)
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-06-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2992-0818

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