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  • 1.
    Aho, Erika
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Karlstads universitet.
    Språkintroduktion som mellanrum: Nyanlända gymnasieelevers erfarenheter av ett introduktionsprogram2018Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. Utbildningen på Språkintroduktion har en tyngdpunkt på svenska språket samt andra ämnen som eleverna har behov av att studera. Sålunda ska undervisningen organiseras utifrån varje elevs förutsättningar och behov.

    Studien bygger på intervjuer med språkintroduktionselever. Analysen fokuserar följaktligen 22 elevers berättade erfarenheter av att vara elever på Språkintroduktion. Elevernas berättelser blir ett sätt att förstå hur deras erfarenheter av programmet flätas samman med tidigare skol- och arbetslivserfarenheter liksom med tankar om framtiden.

    I resultaten presenteras tre teman som framträder i berättelserna.  Det första temat gäller samtliga elever och behandlar erfarenheten av att inte kunna svenska. Det andra temat innefattar vissa elever och synliggör två elevidentiteter som särskilt framträder. Den första av dem handlar om att gå från att vara en högpresterande elev till att vara nybörjare och den andra om att gå från att vara en elev med kort eller ingen skolbakgrund till att äntligen vara elev. Slutligen handlar det tredje temat om hur Språkintroduktion tar form som ett mellanrum.

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  • 2.
    Bomström Aho, Erika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Nyanlända gymnasieelever – Elevidentiteter och språkbarriärer2020In: Acta Didactica Norden, ISSN 2535-8219, Vol. 14, no 1Article in journal (Refereed)
    Abstract [en]

    I föreliggande artikel studeras nyanlända elevers upplevelser av att vara elever på Språkintroduktion. Programmet är ett av fem introduktionsprogram i gymnasieskolan och tar emot nyanlända elever från 16 till 19 år. Eleverna placeras på Språkintroduktion eftersom de nyligen har kommit till Sverige och för att de ännu inte uppnått tillräckliga kunskaper i det svenska språket. I denna intervjustudie bidrar Homi Bhabhas teori om mellanrummet till en förståelse för hur erfarenheter av Språkintroduktion kan upplevas. Resultatet visar att elevgrupperna på Språkintroduktion är heterogena eftersom eleverna har olika erfarenheter av skola och arbete. Tre teman blir synliga i resultatet: elever med andra kunskaper och erfarenheter, elevidentiteter som särskilt framträder och det svenska språket som barriär. Resultaten visar att förvärvandet av det svenska språket för varje elev blir ett mål att nå samtidigt som det utgör ett hinder. Språket blir viktigt eftersom eleverna är beroende av det för att lyckas såväl i skolan som i samhällslivet. Likaså blir synliggörandet av elevers tidigare erfarenheter och kunskaper betydelsefullt eftersom det kan komma att påverka deras identitetsuppfattning.Nyckelord: språkintroduktion; nyanlända elever; mellanrum; elevidentitetNewly arrived upper secondary school students – Student identities and language barriersAbsractThis study investigates newly arrived students’ experiences of being students at Language Introduction in Sweden. The program is one of five introductory programs in Swedish upper secondary school and admits newly arrived students from the ages of 16 to 19 years old. Students are placed at Language introduction because they have recently arrived in Sweden and since they have not yet gained enough knowledge of the Swedish language. In this interview study, Homi Bhabha’s theory of the third space contributes to an understanding of how experiences from Language introduction can be perceived. The results show that student groups at Language introduction are heterogeneous as students have diverse experiences of school and work. Three themes appear in the results: students with other kinds of knowledge and experiences, student identities in transformation, the Swedish language as an obstacle and as goal. The results show that the acquisition of the Swedish language becomes to each student a goal to reach and at the same time a hindrance. The language becomes important because the students depend on it in order to be successful in school as well as in life in society. Likewise, making the students’ past experiences and knowledge visible, becomes important as it may affect their perception of identity.Keywords: språkintroduktion; nyanlända elever; mellanrum; elevidentitet

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  • 3.
    Larsson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Aho, Erika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Henriksson Persson, Anna
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hur kan begreppet skolnära förstås?2015Conference paper (Refereed)
  • 4.
    Larsson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Aho, Erika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Henriksson Persson, Anna
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Morén, Göran
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hunter Lindqvist, Steven
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Stormats, Karen
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Ringar på vattnet: Hur praktiknära forskning kan bidra till pedagogisk utveckling och bli en brygga mellan skola och akademi2017Conference paper (Refereed)
  • 5.
    Wedin, Åsa
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Bomström Aho, Erika
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Student Agency in Science Learning: Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden2019In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 12, no 1, p. 67-74Article in journal (Refereed)
    Abstract [en]

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

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1 - 5 of 5
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  • ieee
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  • Other style
More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
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