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Paulsrud, B. & Gheitasi, P. (2024). Differentiation and English teaching in Swedish middle school. In: : . Paper presented at TESOL International Convention & Expo, 21–23 March 2024, Tampa, Florida, USA.
Open this publication in new window or tab >>Differentiation and English teaching in Swedish middle school
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

“How can I include all the pupils when their levels of English are so different?” This question was posed by a pre-service teacher following a workshop on English teaching methodology. Teachers face challenges in planning instruction that is not too demanding for pupils on a basic level, while still maintaining the interest of more advanced learners (Bell, 2012). In Sweden, this may be due to the degree of exposure to English outside of school, the extent and quality of English language instruction between schools and regions, or the pupils’ varied linguistic backgrounds. Many teachers are not equipped with skills and methods to manage mixed-ability classes (Gaitas & Martins, 2017) and may not consider pupils' different experiences, backgrounds, and interests in their instruction because they find it challenging, and thus treat pupils as a homogeneous group (Swedish Schools Inspectorate, 2011).

This ongoing research addresses the need to examine how we prepare in-service teachers to teach English in the increasingly linguistically and culturally diverse Swedish school through differentiation. Our focus is on the needs of pre-service teachers as well as the perspectives and practices of in-service teachers. In our presentation, we first briefly consider how pre-service teachers of Grades 4-6 (ages 10-12) have understood and applied the concept of differentiation, as seen in an analysis of their lesson planning portfolios (written during their second course addressing English language learning and teaching). We then present the preliminary results of our interview study with in-service English teachers of Grades 4-6 in three regions of Sweden. Our aim is to understand how teachers work with differentiation to manage the needs, expectations, and emotions of high- and low-proficiency English language learners. The expected outcome of the two sub-studies is new knowledge to support teacher educators and teachers in their work with creative solutions for challenging conditions. 

 

 Reference list

Bell, J. (2012). Teaching mixed level classes in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press.

Gaitas, S., & Martins, M. A. (2017). Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School. International Journal of Inclusive Education, 21(5), 544-556. 

Swedish Schools Inspectorate. (2011). Engelska i grundskolans årskurser 6-9. [English in Years 6-9]. Retrieved from https://www.skolinspektionen.se, 5 October 2017. 

National Category
Didactics
Identifiers
urn:nbn:se:du-48895 (URN)
Conference
TESOL International Convention & Expo, 21–23 March 2024, Tampa, Florida, USA
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-07-01Bibliographically approved
Gheitasi, P. & Paulsrud, B. (2024). Pre-service English teachers’ understanding of mixed proficiency in the Swedish primary classroom. In: : . Paper presented at ASLA 2024, "Språk och kommunikation i en digitaliserad värld", 18–19 april 2024 vid Institutionen för språk, litteratur och lärande, Högskolan Dalarna, Falun.
Open this publication in new window or tab >>Pre-service English teachers’ understanding of mixed proficiency in the Swedish primary classroom
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Pre-service teachers today face both challenges and opportunities as they prepare to teach English in the increasingly diverse Swedish compulsory school (Years 0-9). The present study focuses on one area especially warranting attention: differentiation. The increasing variation in English language proficiency within classrooms is due to, e.g., the degree of exposure to English outside of school, unequal extent and quality of English language instruction, and pupils’ linguistic diversity. This ongoing study stems from pre-service teachers’ expressed needs via end-of-term course evaluations, as well as an observation of the changing English classroom in Swedish schools. To address changing needs, the 7.5 hec course English Language Learning and Teaching (ELLT), one part of the course English for Primary School Teachers Years 4-6, 1B (15 hec) has been updated over the last two years after teacher students indicated that they wished for more theory and practical methods in this area.  The aim of the present study is to understand how pre-service English teachers of Years 4-6 understand the concept of differentiation and how they apply this understanding to their own planned teaching, as observed in a lesson unit planning assignment in the ELLT course. 

This study is informed by Vygotsky's (1978) sociocultural theory, which indicates that learning takes place through interaction and communication with others in a social context. For effective learning to occur, primary pupils should be in the "Zone of Proximal Development" (ZPD) — the gap between their current developmental level, determined by independent problem-solving, and their potential developmental level, which can be reached through problem-solving with adult guidance or collaboration with more capable peers (1978).  In addition, an ecological perspective (van Lier, 2004) is utilized, focusing on how the pre-service teachers express perceived affordances and constraints in their lesson planning, as well as how contextual layers (e.g., the national curriculum or the course syllabus) may affect this planning.

The focus is on five cohorts of pre-service teachers studying the ELLT course. Using content analysis, the students’ lesson unit portfolios will be analyzed, focusing on the section of their planning in which they must indicate how they plan to work with differentiation. This analysis will further be examined in relation to the required course literature and seminar content, in order to identify what teaching materials have made an impact on the pre-service teachers’ understanding.  Preliminary results indicate that pre-service teachers rely on both traditional analogue and more innovative digital resources when planning for their work with differentiation. Their choices may reveal their own understanding of what is possible in working with mixed levels of proficiency as well as their understanding of the curricular requirements to incorporate more digitalization in compulsory school teaching. New knowledge of how and why pre-service teachers understand the essential concept of differentiation, as well as how they apply this to lesson planning are expected to be of value to Swedish teacher educators preparing students to teach English in the compulsory school.

 

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic.

Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes (M. Cole, V. John-Steiner, S.Scribner & E.Souberman, Eds. & Trans.). Harvard University Press.

National Category
Educational Sciences Didactics Learning
Identifiers
urn:nbn:se:du-48894 (URN)
Conference
ASLA 2024, "Språk och kommunikation i en digitaliserad värld", 18–19 april 2024 vid Institutionen för språk, litteratur och lärande, Högskolan Dalarna, Falun
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-07-01Bibliographically approved
Paulsrud, B. & Gheitasi, P. (2024). Pre-service English teachers’ understanding of multilingualism in the Swedish classroom. In: : . Paper presented at ELLRA 2024, "Early Language Learning Research: Current Challenges and Future Opportunities", Pedagogical University of Cracow, Poland, 25 - 27 April 2024.
Open this publication in new window or tab >>Pre-service English teachers’ understanding of multilingualism in the Swedish classroom
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Pre-service English teachers’ understanding of multilingualism in the Swedish classroom

Pre-service teachers today face challenges and opportunities in the increasingly linguistically diverse Swedish school. The aim of the present study is to understand how pre-service English teachers of Years 4-6 (ages 10-12) understand linguistic diversity and how they plan lessons accordingly. The focus is on pre-service teachers studying a course, English Language Learning and Teaching, with an analysis of their lesson unit portfolio assignment, focusing on how they plan to work with multilingualism. Ruiz’s (1984) language orientations (language-as-right, language-as-problem, and language-as-resource) inform the study. An ecological perspective (van Lier, 2004) is also utilized, focusing on perceived affordances and constraints in lesson planning, as well as how contextual layers (e.g., the national curriculum or course syllabus) may affect their planning. New knowledge of how and why pre-service teachers understand multilingualism, as well as how they then plan lessons for English as a foreign language, can be of value to all teacher educators.

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

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic.

National Category
Didactics
Identifiers
urn:nbn:se:du-48893 (URN)
Conference
ELLRA 2024, "Early Language Learning Research: Current Challenges and Future Opportunities", Pedagogical University of Cracow, Poland, 25 - 27 April 2024
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-07-01Bibliographically approved
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. (2023). English-medium instruction in the Swedish school: Collaboration or contestation?. In: : . Paper presented at English Medium Instruction (EMI) Symposium 2023, "Fostering Collaboration", 6 December, 2023, online and in-person at Department of Education, University of Oxford and at Faculty of Education, University of Hong Kong.
Open this publication in new window or tab >>English-medium instruction in the Swedish school: Collaboration or contestation?
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

English-medium instruction (EMI) has long been offered as an educational option in upper secondary schools and higher education in Sweden. More recently, however, EMI has increased in popularity for younger students, mainly in Years 4-9. In this presentation, I will first present EMI in Sweden, followed by the results of a small-scale study of EMI school choice (Paulsrud & Cunningham, forthcoming), focusing on the linguistic aspirations and imagined outcomes that five parents express for their children who are either just starting or just ending EMI programmes. The analysis of the parents’ motives was framed in Darvin and Norton’s (2015) model of investment, and informed by theories of language ideologies, linguistic hierarchies, and parental aspiration. Tensions in the three key areas of investment (capital, ideology, and identity) were evident. I will then conclude the presentation with a consideration of the connections between the parental motives expressed in the interviews and the contestation concerning these schools in current media and political debates, with claims that EMI is not compatible with Swedish language or education policies, is only a money-making scheme, and hinders students’ language development in Swedish.

National Category
Educational Sciences General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-48896 (URN)
Conference
English Medium Instruction (EMI) Symposium 2023, "Fostering Collaboration", 6 December, 2023, online and in-person at Department of Education, University of Oxford and at Faculty of Education, University of Hong Kong
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-07-01Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9024-330X

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