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  • 1.
    Lundgren, Berit
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. Stockholms universitet.
    15 års forskning om sfi - en överblick: Förstudie inför ett Ifous FOU-program2017Rapport (Övrigt vetenskapligt)
  • 2.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Translanguaging and language ideologies in education: Northern and Southern perspectives2019Ingår i: Handbook of the Changing World Language Map / [ed] Brunn, S. & Kehrein, R., Springer, 2019, s. 1-15Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter we examine language ideologies as part of a translanguaging framework in education. We begin with an overview of the concept translanguaging, from its origins as a term in bilingual education in Wales to its development in research on multilingual classrooms mainly in the North American and British contexts. From there, translanguaging has spread as both a theoretical and pedagogical concept used by researchers and educators to approach linguistically and culturally diverse environments, in and outside of the classroom. Hence, the theoretical and pedagogical objectives have emerged side by side and enhanced one another. Employing a perspective based in critical pedagogy, we present and analyze empirical studies from different educational and political contexts to illustrate how ideologies are expressed through implicit and explicit policies in the classroom. The three foci include studies of translanguaging in the early years in continental Europe, in secondary schools in Scandinavia, and in higher education in South Africa. Many studies of translanguaging present examples of classroom practices in multilingual contexts and where English is often the majority/dominant language. However, our aim is not to examine the pedagogical practices per se but rather to explore the language ideologies made visible, negotiated and challenged through translanguaging in the selected studies. With a focus on translanguaging and language ideologies in education, the ways translanguaging may resist language hierarchies and monolingual norms, and instead promote social justice, become especially relevant. We conclude the chapter with a discussion of the implications of such ideological stances in education.

  • 3.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Epilogue2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Multilingual Matters, 2017, s. 226-230Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Introduktion2018Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 11-26Kapitel i bok, del av antologi (Refereegranskat)
  • 5.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, JennyHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Straszer, BoglárkaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Wedin, ÅsaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    New Perspectives on Translanguaging and Education2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 6.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Perspectives on translanguaging in education2017Ingår i: New perspectives on translanguaging and education / [ed] Åsa Wedin, Jenny Rosén, BethAnne Paulsrud, and Boglárka Straszer, Bristol: Multilingual Matters, 2017, s. 10-19Kapitel i bok, del av antologi (Refereegranskat)
  • 7.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Rosén, JennyHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Straszer, BoglárkaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Wedin, ÅsaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Transspråkande i svenska utbildningssammanhang2018Samlingsverk (redaktörskap) (Refereegranskat)
  • 8.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Att bli invandrare på SFI2015Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Vad vi talar om och hur vi talar om världen är ett sätt att inte bara definiera oss själva men också dem vi talar med. I sfi-undervisningen möts människor från hela världen och lärarnas uppdrag är att genom samtal, läsning och andra aktiviteter bidra till att deltagarna utvecklar goda svenskkunskaper, en förståelse för det land där svenska talas samt en interkulturell kompetens. I min presentation introducerar jag ett poststrukturalistiskt perspektiv på kategoriserings- och identitetsprocesser och riktar sedan fokus mot hur föreställningar om svenskhet möjliggör och begränsar de studerandes och lärares identitetsarbete. Utgångspunkter för min presentation är den etnografiska studie i form av dokumentanalyser och klassrumsobservationer som resulterade i min avhandling Svenska för invandrarskap? Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare.

  • 9.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Becoming an immigrant in a language learning classroom: Intersections of gender and national identity2017Ingår i: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Bagga-Gupta Sangeeta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017, 1, s. 244-263Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Becoming an immigrant in the Sfi-classroom: Intersections of gender and national identity in the langauge learning classroom2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    Scholars in feminist and postcolonial studies have shed light upon the complex relation between gender equality and integration policies, where in a Swedish context, the perception of gender equality as a central part of “Swedishness” resulted in a hierarchical division between Swedes and immigrants. In this paper, I focus on how gender equality is negotiated in relation to the Other in a specific arena, Swedish for immigrants (Sfi). A tailored education in the Swedish language for persons categorized as adult immigrants has developed since the mid 1960ies in Sweden. In a previous study (Rosén submitted), I analyzed policy documents related to the Sfi education during the period 1967-2011,  showing  how women born in other geographical spaces than Sweden are positioned as less equal, oppressed and/or as victims, thus, reproducing a discourse in which the categories of the Immigrants and the Swedes are negotiated in relation to certain understandings of gender equality. The aim of the study presented here, is to move beyond policy document using an ethnomethodology outlook in order to explore how certain understandings of gender equality and categorizations are constituted and oriented towards by participants in the Sfi-classroom in their everyday practices”.

    The theoretical framework employed in the study builds upon the work of postcolonial and feminist research as well as in ethnomethodology. A number of scholars have examined the construction of gender equality as a central core of Swedish national identity or Swedishness. Several researchers in the feminist and postcolonial fields have brought light upon how certain understandings of gender equality (between men and women) and a feminist consciousness are constructed as a central part of Swedish (and Nordic) national identity (de los Reyes, Molina & Mulinari 2005; de los Reyes & Mulinari 2005; Eduards 2007; Carbin 2008; Honkanen 2008; Keskinen 2009; Magnusson, Rönnblom, & Silius 2008; Towns 2002; Tuori 2007). However, by using the ethnomethodological approach, I hope to avoid the implicit determinism often embedded in critical discourse analysis and, instead, to dissolve the polarity between macro and micro/ structure and agency. A central assumption in ethnomethodology is that structure and agency are constituted, oriented to and reproduced by members in social practices. In the study presented here, I analyze classroom interaction from two Sfi-classrooms, created during an ethnographically inspired study at a learning centre for Sfi. In the interaction material presented, I show how gender equality becomes a salient issue for the participants and related to questions of belonging and otherness Thus, the participants orient themselves towards different identity position tied to specific understandings of gender. Moreover, the study raises important questions regarding to methodology in postcolonial, feminist and intersectional studies often concerned with studies on a macro- or structural level. 

  • 11.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Being, belonging or performing? Rethinking the notion of historical bodies in nexus analysis.: Colloquium “Nexus Analysis – A Methodology for Multilingual, Multitemporal, and Multimodal Sociolinguistics”,2014Konferensbidrag (Refereegranskat)
  • 12.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Being, doing or performing? Rethinking identity in adult language learning classrooms2013Konferensbidrag (Refereegranskat)
  • 13.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Bro eller krycka? Studiehandledning som pedagogisk praktik i svensk grundskola2018Ingår i: En god fortsättning / [ed] Tore Otterup & Gilda Kästen-Ebeling, Studentlitteratur AB, 2018, s. 181-195Kapitel i bok, del av antologi (Refereegranskat)
  • 14.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Händerna genom muren2005Ingår i: Vi skulle få leva här : om muren i Palestina / [ed] Ursula Berge, Fredrik Johansson , Andreas Malm, Jesper Weithz, Stockholm: Agora , 2005, s. 167-170Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    I det interkulturelle gränslandet: identitetsskapande inom undervisningen i Svenska för invandrare SFI2015Ingår i: Sprogforum, ISSN 0909-9328, E-ISSN 1399-8617, nr 60, s. 53-60Artikel i tidskrift (Refereegranskat)
  • 16.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Identitetsarbete på Sfi. En intersektionell analys av kön och etnicitet inom undervisningen i Svenska för invandrare2013Ingår i: ABSTRACTS NORDAND 11: Den 11:e konferensen om Nordens språk som andra- och främmandespråk Stockholms universitet 13–15 juni 2013, Stockholm University, 2013, s. 38-Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Syftet med den studie som presenteras är belysa kategoriseringar och identitetsskapande inom utbildningsformen Svenska för invandrare (Sfi). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Den studie som presenteras ingår i CIC projektet vars övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom kön, ras, etnicitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet och i det svenska samhället. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna andraspråksforskningen.

    Referenser

    Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds) Sociocultural theory and second language learning. Oxford : Oxford Univ

     

  • 17.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Intersektionellt identitetsarbete på SFI2014Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Syftet med den studie som presenteras är belysa identitetsskapande inom

    utbildningsformen Svenska för invandrare (SFI). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Studien som presenteras ingår i projektet Categorization, Identity and Communication http://www.oru.se/projekt/cic/  var övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom

    kön, ras, etnicitet och sexualitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön, sexualitet och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna både interaktions-  och andraspråksforskningen.

     

    Referenser

    Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as

    Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds)

    Sociocultural theory and second language learning. Oxford : Oxford Univ

  • 18.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    När de illiterata kom till Sverige. Språk, lärande och identitet inom Sfi,2013Ingår i: Flerspråkighet, litteracitet och multimodalitet / [ed] Wedin, Åsa & Hedman, Christina, Lund: Studentlitteratur, 2013, s. 145-168Kapitel i bok, del av antologi (Refereegranskat)
  • 19.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rethinking identity in adult language learning classrooms2017Ingår i: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] Bagga-Gupta, Sangeeta., Hansen, Aase.L. & Feilberg, Julie, Rotterdam: Springer Publishing Company, 2017, s. 123-140Kapitel i bok, del av antologi (Refereegranskat)
  • 20.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Sommar i drakarnas stad2012Ingår i: Vi lovade att berätta: aktivisters vittnesmål från Palestina / [ed] Majja Solanas Carlsson, Elin Schwartz, Verbal , 2012, s. 22-24Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 21.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Spaces for translanguaging in Swedish education policy2017Ingår i: New perspectives on translanguaging and education / [ed] Åsa Wedin, Jenny Rosén, BethAnne Paulsrud, and Boglárka Straszer, Bristol: Multilingual Matters, 2017Kapitel i bok, del av antologi (Refereegranskat)
  • 22.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Svenska för invandrare - mellan samhällsdeltagande och anställningsbarhet2014Ingår i: Pedagogiskt arbete: Enhet och mångfald / [ed] Vinterek, Monika & Arnqvist, Anders, Falun: Högskolan Dalarna, 2014, s. 95-112Kapitel i bok, del av antologi (Refereegranskat)
  • 23.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Svenska för invandrare - mellan samhällsdeltagande och anställningsbarhet2013Konferensbidrag (Refereegranskat)
  • 24.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare2013Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

    Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

  • 25.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Welcome to the most equal country in the world!Manuskript (preprint) (Övrigt vetenskapligt)
  • 26.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Who needs Swedish? The development of Swedish for immigrants (Sfi) from a language ideological perspective2009Ingår i: Re-thinking bilingualism – Challenges of multilingualism and communication in classroom settings, Örebro, 2009Konferensbidrag (Övrigt vetenskapligt)
  • 27.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Bagga-Gupta, Sangeeta
    Örebro universitet .
    Back to roots! Languaging and constructing home(land) and (be)longing in Swedish national language policies across time2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    The empirically based study presented in this paper draws upon data from two large scale ethnographic studies at the CCD research group at Örebro University, Sweden where sociocultural and postcolonial framings have been employed. Taking the paucity of empirically informed research in the postcolonial literature as a point of departure, this study brings analytical rigor to understandings of human identity and spaces across time.

     

    A central aim of this data driven study is to analyze how images of home(land), roots and background are deployed in the (co)constructions of identity positions in national educational policy documents across time in Sweden. Thus, the importance of geographical place of longing and belonging in the categorization of differences and common identity positions in national policies are highlighted. Empirical materials from two ethnographic research projects LISA 21, Languages and Identities in School Arenas in the 21st century and CIC, Categorization, Identity and Communication are critically analyzed. These empirical materials consist of policy documents such as national curricula and syllabus in Sweden from the 1960s to the present times and from the compulsory school years up to adult education. Policies for mainstream education, special education, Sami minority education and immigrant adult education are especially focused. The preliminary results highlight the subtle but significant ways of othering, including those of locating the identity of “the targeted Other” both in the physical body of the Other, as well as (i) the physical spaces of educational settings and (ii) the geopolitical spaces of collective imagined (be)longings (compare Anderson 1991). The targeted Other (and the neutral majority norm) is formulated in and through “webs of understandings” (Bagga-Gupta 2004, 2012) in the languaging in policy texts where identity positions both highlight as well as naturalize specific identity positions to a specific or an original “place of authentic (be)longing”. These identity positions include the “newly arrived immigrant” in a parallel educational setting, the “deaf pupil” in a segregated educational setting, the “white pupil with special needs” in a parallel educational setting, the “second generation immigrant pupil” in a mainstream setting, the “national minority Sami pupil” in a segregated educational setting, the adult “newcomer” in a transitory educational setting. The geopolitical spaces of imagined (be)longings include both regional/nation states from which some citizens in Sweden are positioned across time, as well as linguistic heritage bonding (as in the case of the Sami and the deaf). Based upon the juxtaposition of the findings from our data across educational policy settings and time, we argue that categorized as the targeted Other, longing and belonging to a specific (an)other space substantially reinforces the marginalization and exclusion of human beings from important societal arenas. Our findings indicate three central issues: the role of metaphors in conceptualizing otherness and selfhood, the position of language varieties in national discourses of home, homeland, longing and belonging, and shifts in framings of identity positions across time (and particularly in policies from the 1990’s).

  • 28.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Negotiating linguistic and cultural diversity in the adult language learning classroom. A study of practiced language policy in institutional education for immigrants in Sweden2013Ingår i: Abstracts: 13th International Pragmatics Conference, NEW DELHI, INDIA, 8-13 September 2013, 2013, s. 184-Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the study presented here, is to examine how concepts concerning language, identity and learning are oriented towards at different levels covering contemporary Swedish language policy, syllabi, and interaction in language focused classrooms. Taking nexus analysis (Scollon & Scollon, 2004) as a point of departure, our interest here is not in the implementation of policy, but rather on how cycles of discourses are constituted and used in classroom spaces or “practiced language policy” (Bonacina, 2011) . Thus and in line with sociocultural perspectives, nexus analysis takes its point of departure in social action as a unit of analysis while at the same time including the wider socio-historical discourses intersecting in that specific unit of social action. 

     

    The study presented is part of the ongoing research in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. The empirical material used in the present study encompasses historical archive material including curricula, commission reports, public inquiries, political propositions, laws, as well as approximately 95 hours of audio and video materials and ethnographic field notes from two different classroom settings at an institutional arena called Swedish for immigrants (Sfi).

     

    In line with the theoretical framework, we scrutinize the discourses in place formulated at the national geopolitical level in terms of language policy and course syllabi, continuing to the organization of time and space in the classroom and finally to the micro level social interaction in specific classrooms. In the Swedish Language Act (2009) Swedish is framed as “the principal language in Sweden”. This law also decrees that “all residents of Sweden are to be given the opportunity to learn, develop and use Swedish” and that persons with ‘”a different mother tongue” are to be “given the opportunity to develop and use their mother tongue”. By illustrating different “ways of being” and different “ways with words” from classroom settings, we explore how the principle of Swedish as the main and uniting language in the political space of Sweden, as formulated in the Language Act, is transformed and contested through the actions that take place in the language learning classroom. Our analysis highlights a nexus of different interaction orders where recognition (or non-recognition) of the historical bodies of the students and use of the discourses in place have been identified with regards to the organization of time and space in a specific adult learning context. The social practices in the project classrooms do not merely constitute spaces where syllabi and language policy are implemented but rather they are contexts where discourses, historical bodies and interaction orders intersect. Hence, our analysis highlights how language focused classrooms are spaces of practiced language policy

    .

    Bonacina, F. (2011). A Conversation Analytic Approach to Practiced Language Policies: The example of an induction classroom for newly-arrived immigrant children in France. http://www.era.lib.ed.ac.uk/bitstream/1842/5268/2/Bonacina2011.pdf

     

    Scollon R. & Scollon S. (2004). Nexus analysis: discourse and the emerging Internet. London: Routledge.

     

  • 29.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Örebro university.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Prata svenska, vi är i Sverige! [Talk Swedish, we are in Sweden!]: a study of practiced language policy in adult language learning2015Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 31, s. 59-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study presented here draws upon the ongoing work in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. The Swedish Language Act from 2009, maintains that “Swedish is the principal language in Sweden”, and that “all residents of Sweden are to be given the opportunity to learn, develop and use Swedish”. The Act furthermore decrees that persons with “a different mother tongue” are to be “given the opportunity to develop and use their mother tongue”. The balance between Swedish as the principle language on the one hand, and a recognition of many language varieties on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom. Research concerned with the language situation of adult immigrants in different European national contexts is not uncommonly founded upon an understanding of language varieties in terms of being standardized, static and with defined (often national) boundaries. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy and the learning that takes place in the language classroom, using the approach of nexus analysis developed by Scollon and Scollon, wherein the social action is placed into the intersection of discourses in place, interaction order and the collectively framed historical bodies of both participants and institutions. Our analysis sheds light upon how interaction at the micro level is constituted in and at the same time constitutes discourses on a macro level as well as the historical bodies of the participants in the interaction in institutional settings.

  • 30.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. University of Örebro, Sweden.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Shaping identity and futures through language learning. A study of an institutional education for immigrants across time and space2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    The study presented here, examines identity related categorizations in relation to language at large and literacy in particular, through the development of a tailored education in Swedish language for adult immigrants – Swedish for immigrants (Sfi). Taking a sociohistorical and sociocultural point of departure, learning a new language such as Swedish includes the “making” of identity in a specific context. The guiding questions in the study are; What aims vis-à-vis language (including literacy) can be traced in this education across time? What conceptualizations dominate vis-à-vis the target group of the education across time? The analysis of policy material (primarily curricula and syllabi) from a period encompassing over 50 years, presented in the study, highlights both the opportunities enabled but also the restraints that emerge through the language, including literacy education for newcomers in Swedish society. The languaging including literacy experiences that certain categories of students are exposed to and are expected to become competent in during  the course of the education, thus makes specific identity positions and membership in certain communities of practices more available (and possible) as compared to others. 

  • 31.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Bagga-Gupta, Sangeeta
    Univ Orebro, Sch Humanities Educ & Social Sci, Orebro, Sweden.
    Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with "Swedish for immigrants'2013Ingår i: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 26, nr 1, s. 68-88Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme Swedish for immigrants' over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels pertaining to language and identity emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

  • 32.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Sangeeta, Bagga Gupta
    From participation to employability: Shifting aims and identities in the development of the educational system "Swedish for immigrants"2011Ingår i: International conference-cum-workshop on Marginalization Processes, Örebro, 2011Konferensbidrag (Övrigt vetenskapligt)
  • 33.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Sangeeta, Bagga Gupta
    From worker- to workoriented discourses in the language training for immigrants. Shifting identities in the development of the educational system ‘Swedish for immigrants’: A sociohistorical account of categories2011Ingår i: ISB8 - International Symposium on Bilingualism, Oslo, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This presentation focuses upon conceptualizations of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the specific intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. The study presented here draws upon empirical material from the Project KIK, Categorization of Identities and Communication that is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. In this text we present a study that focuses upon the development of the educational system ‘Swedish for immigrants’ over time. Our specific interest here relates to accounting for how categorizations are used and what, if any, kinds of categories – pertaining to literacies, languages and identities – emerge in national and local policy documents since the 1960s. Taking ethnomethodological and post-colonial points of departure, we are currently analyzing how categorizations account for and simultaneously shape (i) the content of language education, (ii) membership into the education system, (iii) future possibilities in the labor market and studies, and (iv) membership in the nation state as a citizen. The education for adult immigrants and new citizens can be understood both as a demand by the modern state as well as an immigrants’ or a new citizens’ right for developing literacy and language skills required in the new society of residence. Focusing upon categories from sociohistorical perspectives allow for understanding the social organization and institutional means that enable society to process citizenship issues. The complex relationship between empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible though the analysis of empirical data that spans over half a century.

  • 34.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Svenska som andraspråk.
    Sangeeta, Bagga Gupta
    Languaging and identities in the construction and organization of ‘Swedish for immigrants’: Prata svenska vi är i Sverige [Talk Swedish we are in Sweden]2011Ingår i: 14th Biennial EARLI Conference for Research on Learning and Instruction, Exeter UK, 2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The study presented here draws upon the ongoing work in project-KIK, Categorization of Identities and Communication. Project-KIK is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. It focuses on conceptualizations and the “doing” of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. In this study we aim to juxtapose the central ideas vis-a-vis language, identity and learning in contemporary national policy and if and in what ways language, identity and learning can be seen/get played out/are oriented towards in institutional practices/lives. In line with Hult and Hornberger (2008) we bring into play a multidimensional analysis of relations between languages, social contexts and individual speakers, analyzing talk-in-interaction in the Swedish language learning classes for adult immigrants (Swedish for immigrants, Svenska för invandrare Sfi) in relation to contemporary language policy documents. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy (macro level) and the learning that takes place in the language classroom (micro level). The study presented here explores how policies regarding languages are reflected in the organization of language learning for adults. More specifically, we focus upon issues of multilingualism and monolingualism and show how these are oriented towards in the mundane, everyday social practices in classroom settings. The Swedish Language Act from 2009, maintains that ‘Swedish is the principal language in Sweden’, and that ‘all residents of Sweden are to be given the opportunity to learn, develop and use Swedish’. The Act furthermore decrees that persons with ‘”a different mother tongue” are to be ‘given the opportunity to develop and use their mother tongue’. The tension between Swedish as the principle language on the one hand, and a recognition of multilingualism on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom.

  • 35.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Talet om flerspråkighet i svensk förskolekontext.2018Konferensbidrag (Refereegranskat)
  • 36.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Talet om flerspråkighet i svensk förskolekontext2018Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka & Wedin, Åsa, Stockholm: Studentlitteratur AB, 2018, s. 149-171Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Studiehandledning på modersmål: Studiehandledares positionering och yrkesroll2019Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 3, s. 1-13Artikel i tidskrift (Refereegranskat)
    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.

  • 38.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. Högskolan Dalarna.
    Transspråkande i studiehandledning som pedagogisk praktik2017Ingår i: Lisetten, ISSN 1101-5128, nr 1, s. 16-19Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 39.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Grundläggande skriftspråksundervisning inom sfi – funktionalitet, mångfald och social rättvisa2019Ingår i: Litteraciteter och flerspråkighet, Symposium 2018, Liber, 2019, s. 192-205Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 40.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Klassrumsinteraktion och flerspråkighet: ett kritiskt perspektiv2015Bok (Övrigt vetenskapligt)
  • 41.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Same but different. Negotiating diversity in Swedish pre-school teacher training2018Ingår i: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, ISSN 1744-7143Artikel i tidskrift (Refereegranskat)
    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.

  • 42.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden2019Ingår i: Embracing Multilingualism Across Contexts / [ed] Corinne A. Seals & Vincent Ieni Olsen-Reeder Sort By:, Victoria University Press, 2019Kapitel i bok, del av antologi (Refereegranskat)
  • 43.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Translation, tuition and translanguaging. Perspectives on study guidance in the mother tongue in the Swedish compulsory school2018Konferensbidrag (Refereegranskat)
  • 44.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Den engelskspråkiga vetenskapliga artikeln som norm för vetenskaplig publicering?: Två forskares positionering och skrivprocess2017Ingår i: Språk och norm: Rapport från ASLA:s symposium, Uppsala universitet 21–22 april 2016 / [ed] Saga Bendegard, Ulla Melander Marttala, Maria Westman, ASLA , 2017, s. 115-122Konferensbidrag (Övrigt vetenskapligt)
  • 45.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Det flerspråkiga barnet – diskurser om språklig mångfald i svensk förskola.2019Konferensbidrag (Refereegranskat)
  • 46.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Modersmålsundervisning och studiehandledning i grundskolan: undervisningens praktik, villkor och pedagogik2015Konferensbidrag (Övrigt vetenskapligt)
  • 47.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skriva på engelska - Forskares villkor, språkliga resurser och strategier under skrivandet av en vetenskaplig artikel2016Konferensbidrag (Refereegranskat)
  • 48.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skriva på engelska: Forskares villkor, språkliga resurser och strategier under skrivandet av en vetenskaplig artikel2017Konferensbidrag (Refereegranskat)
  • 49.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    The question of policy in linguistic ethnography2016Konferensbidrag (Refereegranskat)
  • 50.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Imagining the homeland – mother tongue tuition as transnational spaces2018Konferensbidrag (Refereegranskat)
12 1 - 50 av 58
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