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Paulsrud, B., Juvonen, P. & Schalley, A. C. (2023). Attitudes and beliefs on multilingualism in education: voices from Sweden. International Journal of Multilingualism, 20(1), 68-85
Open this publication in new window or tab >>Attitudes and beliefs on multilingualism in education: voices from Sweden
2023 (English)In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 20, no 1, p. 68-85Article in journal (Refereed) Published
Abstract [en]

Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil’s home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.

Keywords
Swedish primary school, teacher education, multilingualism, attitudes, beliefs
National Category
Educational Sciences General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-45021 (URN)10.1080/14790718.2022.2153851 (DOI)000912020200001 ()2-s2.0-85146340252 (Scopus ID)
Available from: 2023-01-11 Created: 2023-01-11 Last updated: 2023-05-02Bibliographically approved
Paulsrud, B. & Gheitasi, P. (2023). English teacher education: Working with differentiation and multilingualism. In: : . Paper presented at National Forum for English Studies.
Open this publication in new window or tab >>English teacher education: Working with differentiation and multilingualism
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

English teacher education: Working with differentiation and multilingualism 

 

The aim of this discussion session is to consider the challenges and opportunities of working with English language learning and teaching (ELLT) in teacher education for the compulsory school (Years 0-9).  The rationale for the session stems from our own experiences and observations as teacher educators of ELLT, our interactions with colleagues and students, and our own research. We see a need to examine how we are preparing students to teach English in the increasingly linguistically and culturally diverse Swedish school. We plan to focus on two areas warranting discussion: differentiation and multilingualism. For each, we wish to explore best practices for our own teaching of a diverse student population as well as for how we may best prepare students for their future teaching in Swedish schools.  First, we aim to discuss how teachers can work with differentiation to manage the needs, expectations, and emotions of high and low-proficiency English language learners. Second, we will consider the role of multilingualism in ELLT, especially in light of the new emphasis on multilingualism in the 2022 Swedish curriculum for the compulsory school. Both the role of students’ linguistic resources and their understanding of how to work with multilingual pupils in the English classroom will be in focus. We anticipate an open, engaging discussion with fellow teacher educators on the challenges and opportunities regarding differentiation and multilingualism, as well as an exchange of ideas and experiences of best practices that provide strategies for addressing each area in ELLT. 

 

 

Keywords
English language learning and teaching, teacher education, differentiation, multilingualism, best practices
National Category
General Language Studies and Linguistics Pedagogy Didactics
Identifiers
urn:nbn:se:du-47626 (URN)
Conference
National Forum for English Studies
Available from: 2023-12-29 Created: 2023-12-29 Last updated: 2024-01-04Bibliographically approved
Paulsrud, B. & Cunningham, U. (2023). Parallelingualism, translanguaging, and English-medium instruction in Nordic higher education. In: Elizabeth Peterson & Kristy Beers Fägersten (Ed.), English in the Nordic Countries: Connections, Tensions, and Everyday Realities (pp. 127-147). Taylor and Francis
Open this publication in new window or tab >>Parallelingualism, translanguaging, and English-medium instruction in Nordic higher education
2023 (English)In: English in the Nordic Countries: Connections, Tensions, and Everyday Realities / [ed] Elizabeth Peterson & Kristy Beers Fägersten, Taylor and Francis , 2023, p. 127-147Chapter in book (Other academic)
Abstract [en]

English-medium instruction (EMI) is increasingly common in educational contexts today, especially in higher education institutions (HEIs). The focus of EMI is primarily on the disciplinary content in courses rather than on the English language as a subject. HEIs choose to offer EMI for reasons such as internationalization and marketing, as well as providing students with exposure to the English language, although explicit language goals are not often articulated. In this chapter, EMI in relation to language ideologies, policy, student and teacher perspectives, and multilingualism is presented. Using the twin lenses of “parallelingualism” and “translanguaging,” the possible challenges to linguistic hierarchies and ideologies underlying EMI in Swedish HEIs are considered. The conclusion is that giving implementational and ideological space to languages that are currently not visible - including multiple local languages - may be a move beyond the binaries implied by a call for parallelingualism in the Nordic EMI context. © 2024 selection and editorial matter, Elizabeth Peterson and Kristy Beers Fägersten.

Place, publisher, year, edition, pages
Taylor and Francis, 2023
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-47511 (URN)10.4324/9781003272687-9 (DOI)2-s2.0-85179294998 (Scopus ID)9781003272687 (ISBN)
Available from: 2023-12-18 Created: 2023-12-18 Last updated: 2023-12-18
Paulsrud, B. & Toth, J. (2023). Translanguaging in pre-service teachers’ work-study experiences: Practices and perspectives. In: : . Paper presented at AAAL 2023 Conference – Collaborating and Mentoring in Applied Linguistics.
Open this publication in new window or tab >>Translanguaging in pre-service teachers’ work-study experiences: Practices and perspectives
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Although Sweden has historically been a multilingual society, Swedish education and teacher education have generally reflected a monolingual mindset. Furthermore, Swedish as the main instructional language in primary, secondary, and tertiary education dominates classrooms, despite pupils and teachers often having knowledge of other languages. With a monolingual orientation to education, multilingual pupils are often learning English through their second language (Swedish) and may not be allowed access to all of their linguistic resources in their schooling. Thus, there is a need to increase awareness and knowledge among pre-service teachers about how to work with multilingual pupils. One way to address this is to incorporate translanguaging as a pedagogy in the English language classroom.

While translanguaging research has shown many potential benefits, little is known about how translanguaging as addressed in teacher education is enacted in the classroom. The case study presented in this session therefore explores how translanguaging theory and pedagogy informs teaching, addressing the following questions:

· What translanguaging practices do pre-service English teachers report implementing in the Swedish Years 4-6 classroom? 

· What discourses are visible in pre-service English teachers’ perspectives on translanguaging in the Swedish Years 4-6 classroom?  

Data were collected from an online survey and semi-structured interviews with participants recruited from among two cohorts of pre-service teachers enrolled in a Swedish university’s work-study program that trains teachers for Years 4-6 teacher qualification. The cohorts in question have completed an English course in which translanguaging has been addressed in readings, seminar discussions, and tasks.

In this roundtable session, we aim to facilitate a critical discussion of how translanguaging is understood and implemented in teacher education for English as a Foreign Language (EFL) teachers. The presentation will conclude with a number of questions for further reflection, which will also serve as the basis for the discussion to follow.

 

National Category
Didactics Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:du-47627 (URN)
Conference
AAAL 2023 Conference – Collaborating and Mentoring in Applied Linguistics
Available from: 2023-12-29 Created: 2023-12-29 Last updated: 2024-01-04Bibliographically approved
Paulsrud, B. (2022). Cross-national comparison: Appraisal analysis in action (Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach"). In: : . Paper presented at Sociolinguistics Symposium 24 (Ghent, Belgium).
Open this publication in new window or tab >>Cross-national comparison: Appraisal analysis in action (Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach")
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Title: Cross-national comparison: Appraisal analysis in action

Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach"

Abstract: 

This paper presents a study of how teachers talk about multilingualism and migrant parents across eight countries (France, Germany, Ireland, Israel, the Netherlands, Norway, Sweden, and the UK). Here, we spotlight a cross-national comparison on how teachers use evaluative language to express their attitudes and beliefs. We have used appraisal analysis (Martin & White, 2005) for the coding of relevant linguistic expressions, as the method offers a framework for quantifying and comparing instances of evaluative language as well as for revealing ideological positions. We have concentrated on attitude (AFFECT, JUDGEMENT, and APPRECIATION) and graduation (FORCE or FOCUS), additionally coding attitude as inscribed or invoked and as positive or negative.

In the project, researchers have followed the same interview protocol. Ten interviews from each country were chosen, including teachers from both urban and rural schools, with varying levels of teaching experience, and from both highly multilingual schools and less diverse schools. Each country team conducted an appraisal analysis of the selected interviews according to a joint interrater-tested coding scheme. In our paper, we present quantitative comparisons as well as co-occurrences of coding.

Our preliminary findings indicate, e.g., that many teachers articulate normative assessments of parents’ behavior with negative JUDGEMENTS of their CAPACITY or NORMALITY, with parents judged as lacking proficiency in the majority language, as not understanding school culture, or as insistent on using their home languages. However, if parents have strong proficiency in the language of schooling, teachers see this as positive CAPACITY, which may be associated with SECURITY or INCLINATION.  Some teachers also express positive APPRECIATION towards diversity, with multilingualism deemed as WORTHWHILE. The tensions in the teachers’ talk about migrant parents, as evident in the comparative appraisal analysis of about 80 interviews, will be exemplified in our presentation. 

References:

Martin, J.R. and P.R.R. White (2005) The Language of Evaluation: Appraisal in English. Palgrave Macmillan: Basingstoke, Hampshire.

First presenter:

Paulsrud, B., School of Language, Literatures and Learning, Dalarna University, Falun, Sweden

Co-authors: 

Cunningham, C., School of Education, Language and Psychology, York St John University, York, UK

Jalali-Moghadam, N., Blekinge Centre of Competence, Blekinge County Council, Karlskrona, Sweden & Department of Psychiatry, Østfold Hospital Trust, Moss, Norway

Juvonen, P., Department of Swedish, Linnaeus University, Växjö, Sweden

Mary, L., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France

Mellenius, I., Department of Language Studies, Umeå University, Umeå, Sweden

Putjata, G., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, Germany

Reinhardt, K., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, Germany

Schalley, A. C., Department of Language, Literature and Intercultural Studies, Karlstad University, Karlstad, Sweden

Schwartz, M., Department of Research and Evaluation Authority, Oranim Academic College of Education, Haifa, Israel

Segev, M., Academic College of Tel Aviv-Yafo, Israel

Turkan, S., School of Social Sciences, Education and Social Work, Queen's University, Belfast, Northern Ireland

Yagmur, K., Department of Culture Studies, Tilburg University, Tilburg, Netherlands

Young, A., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France

 

National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-44705 (URN)
Conference
Sociolinguistics Symposium 24 (Ghent, Belgium)
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-03-17Bibliographically approved
Paulsrud, B., Tian, Z. & Toth, J. (2022). English-medium instruction and translanguaging: Global perspectives. In: : . Paper presented at 2022 AAAL Conference - American Association For Applied Linguistics.
Open this publication in new window or tab >>English-medium instruction and translanguaging: Global perspectives
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

English-medium instruction (EMI) involves the teaching of academic content through the medium of Englishin contexts where it is not a majority language, thereby creating a space in which students from differentlinguistic and cultural backgrounds meet on common linguistic ground in shared learning experiences.Although EMI is often believed to be an English-only environment, the existence of multiple languages andlanguage practices are common in many such nominally English-only classrooms across the globe. Thus,the ensuing reality in EMI contexts is a plethora of de facto language policies and classroom practices thatare rarely monolingual. Translanguaging, which can be understood as a theory as well as pedagogy, offers aview of all linguistic resources as legitimate for learning. The fact that EMI and translanguaging may existside-by-side is not new. However, empirical research is key to an innovative understanding of theaffordances available for learning, communicating, building identity, dismantling language hierarchies,promoting social justice, and resisting monolingual ideologies when EMI and translanguaging are allowedto be juxtaposed.In this colloquium, we first address some of the definitions, methodologies, and ideologies involved inglobal EMI and translanguaging. Following this introduction, three individual papers focusing on empiricalstudies of EMI and translanguaging in Kazakhstan, Malawi, and Cambodia, respectively, will be presented.These studies reveal how translanguaging has been understood and approached in the various educationalcontexts with different named languages represented. Finally, our invited discussant will first providecomments on the four presentations, before we invite a full-audience discussion of the empirical studies’theoretical and pedagogical contributions to how translanguaging can be understood and applied in EMI contexts, as well as reflections regarding future directions for the research field.

2 hour colloquium

National Category
General Language Studies and Linguistics Educational Sciences
Identifiers
urn:nbn:se:du-44708 (URN)
Conference
2022 AAAL Conference - American Association For Applied Linguistics
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-03-17Bibliographically approved
Straszer, B., Paulsrud, B. & Rosén, J. (2022). Introduction to the special issue on translanguaging in the age of mobility. Multilingua - Journal of Cross-cultural and Interlanguage Communication, 41(3), 253-259
Open this publication in new window or tab >>Introduction to the special issue on translanguaging in the age of mobility
2022 (English)In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 41, no 3, p. 253-259Article in journal, Editorial material (Refereed) Published
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-39682 (URN)10.1515/multi-2022-0012 (DOI)000756296100001 ()2-s2.0-85126007923 (Scopus ID)
Available from: 2022-02-23 Created: 2022-02-23 Last updated: 2023-04-14Bibliographically approved
Paulsrud, B., Schalley, A. C., Juvonen, P. & Mellenius, I. (2022). Teacher Talk about Parents and Multilingualism in Sweden (in the colloquium Teacher Talk about Parents and Multilingualism. Attitudes and beliefs across countries). In: : . Paper presented at 2022 AAAL Conference - American Association For Applied Linguistics.
Open this publication in new window or tab >>Teacher Talk about Parents and Multilingualism in Sweden (in the colloquium Teacher Talk about Parents and Multilingualism. Attitudes and beliefs across countries)
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, approximately 29% of all school pupils are multilingual (SNAE, 2020) and, in some schools,close to 100% of the pupils have mother tongues other than Swedish (Norberg Brorsson & Lainio, 2015).Thus, most primary teachers meet multilingual parents in their daily work. However, in Swedish teachertraining, there are no common measures in place to prepare pre-service teachers for working with linguisticdiversity in the classroom, as this preparation is not an obligatory part of a Swedish teaching degree(Paulsrud & Zilliacus, 2018). To understand primary teachers’ attitudes and beliefs about multilingualparents and multilingualism within this somewhat contradictory context of both diversity and lack ofpreparation, we analysed interviews with primary school teachers in Years 1-3 (ages 7-9). The participatingteachers represented both urban and rural schools as well as teachers with different levels of experience. Inaddition, we included teachers working in highly multilingual schools and those not. Three teachers had amultilingual background themselves. Preliminary results reveal differences across the participants as well astensions concerning the attitudes and beliefs expressed. Although the teachers had attitudes and beliefs aboutmultilingualism and multilingual pupils, some teachers had little to say about the parents themselves.However, some early results show a distinction made by teachers between the parents’ different backgroundsand the reasons for immigrating to Sweden, hinting at linguistic and cultural hierarchies. Teachers also havesomewhat negative attitudes towards parents’ initial proficiency in the Swedish language, combined withsome appreciation of their later acquisition. Concerns are also expressed about how multilingual parents mayunderstand the Swedish school system. Our results suggest that the nearly non-existent presence ofmultilingual pedagogy in Swedish teacher training may give rise to uncertainty in how to meet multilingualparents in the Swedish school.

National Category
General Language Studies and Linguistics Educational Sciences
Identifiers
urn:nbn:se:du-44711 (URN)
Conference
2022 AAAL Conference - American Association For Applied Linguistics
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-03-17Bibliographically approved
Paulsrud, B., Rosén, J. & Straszer, B. (Eds.). (2022). Translanguaging in the age of mobility: European Perspectives. Special Issue. Mouton de Gruyter
Open this publication in new window or tab >>Translanguaging in the age of mobility: European Perspectives. Special Issue
2022 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Mouton de Gruyter, 2022
Series
Multilingua: Journal of Cross-Cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684 ; 41 (3)
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-41528 (URN)10.1515/multi-2022-frontmatter3 (DOI)
Available from: 2022-06-01 Created: 2022-06-01 Last updated: 2023-04-14Bibliographically approved
Paulsrud, B., Tian, Z. & Toth, J. (2021). Conclusion. In: BethAnne Paulsrud, Zhongfeng Tian, Jeanette Toth (Ed.), English-Medium Instruction and Translanguaging: (pp. 182-183). Bristol: Multilingual Matters
Open this publication in new window or tab >>Conclusion
2021 (English)In: English-Medium Instruction and Translanguaging / [ed] BethAnne Paulsrud, Zhongfeng Tian, Jeanette Toth, Bristol: Multilingual Matters, 2021, p. 182-183Chapter in book (Other academic)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2021
National Category
General Language Studies and Linguistics Educational Sciences
Identifiers
urn:nbn:se:du-35602 (URN)2-s2.0-85142831372 (Scopus ID)9781788927314 (ISBN)
Available from: 2020-12-09 Created: 2020-12-09 Last updated: 2023-03-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9024-330X

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