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Wedin, Å. (2020). Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages. Linguistics and Education, 55, 1-8, Article ID ..
Open this publication in new window or tab >>Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages
2020 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 55, p. 1-8, article id .Article in journal (Refereed) Published
Abstract [en]

This article draws on the case of the writing of one boy in grade four and five, to examine multilingual school policy on classroom level, in the form of attitudes and practices, which support students’ identities by affirming their diverse identities and offering spaces for identity negotiation. Based on analysis of the two texts, combined with interviews and observations from classroom practices were the texts were produced and presented, it is argued that by including students’ diverse language in education as resources, space may be created for students’ to negotiate identities. In this case the boy in focus used the writing to express a variety of identities. It is argued that teachers can actively choose to challenge coercive power relations by supporting students’ diversity through the inclusion of students’ diverse language resources, which is particularly important for students who stand a risqué of being exposed to marginalization or stigmatization.

 

Place, publisher, year, edition, pages
Elsevier, 2020
Keywords
Multilingual practices, School language policy, Identity, Classroom practices, Diversity
National Category
Educational Sciences
Research subject
Education and Learning, Flerspråkiga resurser i undervisningen
Identifiers
urn:nbn:se:du-31284 (URN)10.1016/j.linged.2019.100775 (DOI)2-s2.0-85075923586 (Scopus ID)
Available from: 2019-12-15 Created: 2019-12-15 Last updated: 2019-12-18Bibliographically approved
Wedin, Å. & Rosén, J. (2019). Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet. In: Remiers, Eva, Harling, Martin, Henning Loeb, Ingrid & Rönnerman, Karin (Ed.), Lärarprofession i en tid av förändringar: Konferensvolym från den tredje nationella ämneskonferensen i pedagogiskt arbete (pp. 65-82). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet
2019 (Swedish)In: Lärarprofession i en tid av förändringar: Konferensvolym från den tredje nationella ämneskonferensen i pedagogiskt arbete / [ed] Remiers, Eva, Harling, Martin, Henning Loeb, Ingrid & Rönnerman, Karin, Göteborg: Göteborgs universitet, 2019, p. 65-82Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2019
Series
RIPS: Rapporter från institutionen för pedagogik och specialpedagogik. ; 17
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-29984 (URN)978-91-86857-25-7 (ISBN)
Available from: 2019-05-07 Created: 2019-05-07 Last updated: 2019-05-08Bibliographically approved
Rosén, J. & Wedin, Å. (2019). Grundläggande skriftspråksundervisning inom sfi – funktionalitet, mångfald och social rättvisa. In: Litteraciteter och flerspråkighet, Symposium 2018: (pp. 192-205). Liber
Open this publication in new window or tab >>Grundläggande skriftspråksundervisning inom sfi – funktionalitet, mångfald och social rättvisa
2019 (Swedish)In: Litteraciteter och flerspråkighet, Symposium 2018, Liber, 2019, p. 192-205Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber, 2019
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30293 (URN)
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved
Wedin, Å. & Norlund Shaswar, A. (2019). Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants. Apples - Journal of Applied Language Studies, 13(3), 17-34
Open this publication in new window or tab >>Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants
2019 (English)In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 3, p. 17-34Article in journal (Refereed) Published
Abstract [en]

This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.

Place, publisher, year, edition, pages
Jyväskylä: University of Jyväskylä, Finnish Institute for Educational Research, 2019
Keywords
language learning strategies, Swedish for Immigrants, adult education, second language learning
National Category
General Language Studies and Linguistics
Research subject
Education and Learning, Språkliga resurser och digitala verktyg i grundläggande skriftspråksundervisning inom sfi II
Identifiers
urn:nbn:se:du-30557 (URN)10.17011/apples/urn.201907063590 (DOI)
Projects
Språkliga resurser och digitala verktyg i grundläggande skriftspråksundervisning inom sfi
Available from: 2019-07-08 Created: 2019-07-08 Last updated: 2019-10-21Bibliographically approved
Wedin, Å., Pettersson, M. & Warström, J. (2019). Lek med skrift i förskolan: flerspråkighet som kommunikativ resurs. In: Martina Norling, Maria Magnusson (Ed.), Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv. Liber
Open this publication in new window or tab >>Lek med skrift i förskolan: flerspråkighet som kommunikativ resurs
2019 (Swedish)In: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling, Maria Magnusson, Liber, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Liber, 2019
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30755 (URN)9789147128181 (ISBN)
Available from: 2019-09-25 Created: 2019-09-25 Last updated: 2019-09-25Bibliographically approved
Wedin, Å. (2019). Literacy and Agency: The Case of Young Adults who Came to Sweden as Unaccompanied Asylum-seeking Minors. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Literacy and Agency: The Case of Young Adults who Came to Sweden as Unaccompanied Asylum-seeking Minors
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, relations between agency and literacy are analysed focussing on unaccompanied asylum-seeking children’s literacies. A dialogic perspective on agency is used, with agency defined as dynamic, and with attention paid to the parameters time, culture, semiotic resources, and physical space and position. The material used for the analysis are interviews with five young adults. Interviews revealed the conflicting positions of the young persons in focus here, as agents acting to position themselves while simultaneously being in a vulnerable position. The social uses of written language resources outside school in this case turned out to be especially important for interaction with peers, relatives and acquaintances. The analysis also showed the importance of support for the development of multilingual literacies, and it identified restrictions at the social level that may be the result of monolingual literacy for the individual.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
agency, literacy, negotiation of identities, voice, unaccompanied asylum-seeking minors
National Category
Educational Sciences
Research subject
Education and Learning, Att skriva sig till svenskhet – om skrivande och identitetsförhandlande bland unga vuxna som kommit till Sverige som ensamkommande asylsökande barn
Identifiers
urn:nbn:se:du-29801 (URN)10.1080/00313831.2019.1595710 (DOI)000464591600001 ()2-s2.0-85063483626 (Scopus ID)
Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-05-09Bibliographically approved
Rosén, J., Wedin, Å. & Straszer, B. (2019). Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden. In: Corinne A. Seals & Vincent Ieni Olsen-Reeder Sort By: (Ed.), Embracing Multilingualism Across Contexts: . Victoria University Press
Open this publication in new window or tab >>Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden
2019 (English)In: Embracing Multilingualism Across Contexts / [ed] Corinne A. Seals & Vincent Ieni Olsen-Reeder Sort By:, Victoria University Press, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Victoria University Press, 2019
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30301 (URN)9781776562916 (ISBN)
Note

kommande

Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved
Wedin, Å. & Bomström Aho, E. (2019). Student Agency in Science Learning: Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden. International Electronic Journal of Elementary Education, 12(1), 67-74
Open this publication in new window or tab >>Student Agency in Science Learning: Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden
2019 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 12, no 1, p. 67-74Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to develop knowledge about recently arrived students’ agency in learning science in upper secondary school in Sweden. The material was created through observations of science lessons and stimulated-recall interviews with four students. Findings showed that the multimodal and multilingual practices students were involved in, and the diverse strategies they used in these lessons, were enabled by their access to multilingual teaching material, including varied digital resources. Students were invited to use varied languages, but this does not, however, mean that the other languages were appreciated, and there is a danger in relying entirely on students’ own capacity to translate and understand. Our main conclusion is that students’ own agency becomes a prerequisite for learning in these classrooms, but that too much responsibility is put on the students to understand and learn the content and to develop required language skills. With the focus on vocabulary in the teaching, the risqué is high that students do not develop other linguistic skills that they will need in their further studies. Although the agency of these students was visible regarding strategies for their studies, their agency was mainly restricted to learning the prescribed theme in prescribed time.

Keywords
Second language learning; agency; recently arrived students; science education
National Category
General Language Studies and Linguistics
Research subject
Education and Learning, Nyanlända elever i gymnasieskolan - en tvärvetenskaplig studie om språkutveckling, ämnesspråk och social inkludering
Identifiers
urn:nbn:se:du-30944 (URN)10.26822/iejee.2019155338 (DOI)2-s2.0-85075188336 (Scopus ID)
Funder
Swedish Research Council, Dnr 2017-03566
Note

Projekt: Nyanlända elever i gymnasieskolan - en tvärvetenskaplig studie om språkutveckling,ämnesspråk och social inkludering

Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-12-06Bibliographically approved
Rosén, J., Straszer, B. & Wedin, Å. (2019). Studiehandledning på modersmål: Studiehandledares positionering och yrkesroll. Educare - Vetenskapliga skrifter (3), 1-13
Open this publication in new window or tab >>Studiehandledning på modersmål: Studiehandledares positionering och yrkesroll
2019 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 1-13Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Malmö: , 2019
Keywords
positionering, studiehandledare, studiehandledning på modersmål, yrkesroll
National Category
Educational Sciences
Research subject
Education and Learning, Modersmålsundervisning och studiehandledning i grundskolan – undervisningens praktik, villkor och pedagogik
Identifiers
urn:nbn:se:du-30943 (URN)10.24834/educare.2019.3.4 (DOI)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-10-14Bibliographically approved
Straszer, B., Rosén, J. & Wedin, Å. (2019). Transspråkande i studiehandledning på modersmål.. 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..
Open this publication in new window or tab >>Transspråkande i studiehandledning på modersmål.
2019 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Languages and Literature
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30865 (URN)
Conference
The 3rd Translanguaging Conference: Translanguaging in the Individual, at School and in Society, 2019.04.11-12. at Linnaeus University, Växjö, Sweden.
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2992-0818

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