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  • 51.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Monologen som en resurs i klassrummet2009Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, Vol. 13, s. 241-256Artikkel i tidsskrift (Fagfellevurdert)
  • 52.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Monologen som resurs för språkutveckling i klassrummet i förskola och skola2009Inngår i: ASLAs skriftserie, ISSN 1100-5629, Vol. 22, s. 57-69Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    I denna artikel diskuteras elevers utveckling av textuell kompetens i förskola och skolans tidigare år som särskilt betydelsefull för den tidiga skriftspråksutvecklingen. Artikeln bygger på en etnografiskt inriktad studie i år f–6 med fokus på andraspråkselever. I artikeln betonas vikten av att elever erbjuds tillfälle att möta och själva uttrycka längre sammanhängande tankar i tal och skrift. Vidare argumenteras för att satsning på elevers utveckling av läs- och skrivförmåga i de tidigare åren inte är tillräcklig utan att även den allmänna språkutvecklingen måste prioriteras. Detta gäller i synnerhet de elever som inte möter skolans språk utanför skolan.

  • 53.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Narration in Swedish pre- and primary school: a recourse for language development and multilingualism2010Inngår i: Language, Culture and Curriculum, ISSN 0790-8318, Vol. 23, nr 3, s. 219-233Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms.

    Fulltekst (pdf)
    fulltext
  • 54.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages2020Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 55, s. 1-8, artikkel-id .Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

     

    Fulltekst (pdf)
    Negotiating identities
  • 55.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Non-challenging education and teacher control as factors for marginalization of students in diverse settings2015Inngår i: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 07, nr 2, s. 169-188Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.

    Fulltekst (pdf)
    fulltext
  • 56.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    PANA V: Evaluation of a Literacy Project2007Rapport (Annet vitenskapelig)
    Abstract [en]

    PANA V Evaluation of a Literacy Project SUMMARY AND CONCLUSIONS This evaluation set out to explore the impact of the literacy work carried out through PANA V. It focussed on clarifying effects such as empowerment and poverty reduction in relation to the civil society. Two specific objectives were to evaluate the methodological approach and the didactic materials and to evaluate the sustainability of the project. Although the focus of the evaluation has been PANA V, the project has been evaluated in its context, as one in a series of five projects located in Rwanda ten years after the war and genocide. The conclusion will consider future plans in this field. The evaluator has striven to create a holistic picture of the effects of the project, although the given time for the evaluation was short. Only three weeks were spent in the field study and only ten days in the actual field. Although there were some organisational and logistic problems, as is common when carrying out a study like this in a poor country, many literacy sites were visited and quite many participators were interviewed. The overall impression from the study is overwhelmingly positive. So many people commit themselves in this task of teaching Rwandans reading, writing and numeracy. Despite harsh conditions learners strive to learn and group leaders devote themselves to the task. Many leaders on different levels try their very best to manage their difficult and demanding task. The main objective was to explore the impact of the project on poverty reduction, particularly on empowerment and strategies for everyday life. Women were to be regarded particularly. From the results it is clear that the project has a strong, positive impact both on poverty reduction and empowerment of marginalised groups. Among those who have benefited from the alphabetisation are mainly women. Unfortunately, when it comes to leaders in PANA, who may also be said to have benefited from the project, only a small minority is women. This is something that is recommended that it be reconsidered inside the organisation. As a majority of the targeted learners are women, and as the economic and social situation of women in Rwanda is generally weak, this is a question that I recommend the Pentesostal church and ADEPR to look particularly into. With many women being single breadwinners of their households, it is important that also women get access to positions that may bring benefits of different kind. It is also clear that the project has positive effects for the civil society. In the present situation in Rwanda, during the process of reconciliation and rapid progress, basic education for the poor majority is a democratic issue. In a country with a plethora of internet-cafés in the capital and a small minority that use cars and mobile-telephones to communicate nation-wide, it is of outmost importance that the majority acquires basic education, of which literacy is a central part. To strengthen the civil society in Rwanda literacy is important. One central issue is then that Rwanda develops toward becoming a country where literacy is used for the benefit of the citizens and it is a democratic issue that all citizens get an opportunity to participate. Crucial for this is that strong efforts are put into primary schools nation-wide. Literacy projects for adults, like PANA, may only complement these efforts, but they constitute important and necessary complements. Other relevant ways to promote literacy are campaigns in Radio and TV and through cultural events such as festivals, music and theatre. News papers, magazines and books are natural parts of such campaigns as well as adult education. As stated under the results not much can be said about the didactics in this evaluation. On the whole the methodology and the materials fill their function well and receive a high reputation. As people learn to read and write under very simple conditions, obviously the approach is appropriate. A few suggestions may be given from the study: • Focus groups leaders’ attention on clearness, that they show very clearly what is to be read. Good structuring is probably of great importance for many learners. • Make clear what is tested in the tests and consider the possibility to use a holistic test that would be more congruent with the methodology. The possibility to use only one grade, pass, would enable a more practical test, such as reading a short, relevant text, writing something relevant and solving practical mathematic problems. Avoid tests that demand school knowledge. • Avoid using methaphors such as “fight against illiteracy” and connections between illiteracy/literacy and darkness/light. It is not true that illiteracy causes bad things and that literacy only brings good. • Be prepared that it may be more difficult in the future to achieve the goals as it may be the case that the early learners where the ones who achieved easily. The goal of “literacy in six month” in PANA will probably hold only for some learners but also those who do not manage in six months need literacy skills. A third objective was to secure sustainability. As for sustainability of the project in itself, and of the literacy process, the main conclusion is that there is a good potential. The commitment and devotedness among many involved in PANA proves good. One weakness is individual leaders in ADEPR who do not see this as an important task for the Pentecostal church in Rwanda. Other weaknesses are the unwillingness to mention explicitly the wish, for example among group leaders, to get some kind of incentive and the fear of loosing believers by cooperation with other organisations. A higher degree of transparency in this issue would probably solve some irritations and tensions. As for the sustainability of the literacy skills much may be done to improve. The acquired skills seem to be comparably relevant. The level achieved, and the level tested, may be defined as basic literacy skills, consisting of basic reading, writing and numeracy skills. However, these skills are very restricted and there is a high risk that the skills will decline, which means that there is a high risk that people will forget how to read and write because of lack of exercising. From these conclusions a few suggestions for future development will be given.

    Fulltekst (pdf)
    FULLTEXT01
  • 57.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Redaktören har ordet2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 5-6Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 58.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Redaktören har ordet2019Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 13, nr 1, s. 5-6Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 59.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skrift och flerspråkighet2017Annet (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 60.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skrift och mobilitet bland flerspråkiga ungdomar2013Inngår i: Flerspråkighet, litteracitet och multimodalitet / [ed] Åsa Wedin; Christina Hedman, Lund: Studentlitteratur, 2013, s. 123-142Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 61.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skrivande bland unga vuxna som invandrat som ensamkommande barn2015Inngår i: Skriving på norsk som andrespråk: Vurdering, oppleering og elevenes stemmer / [ed] Golden, Anne & Seij, Elisabeth, Oslo: Cappelen Damm Akademisk, 2015, s. 89-108Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 62.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Språkande i förskolan och grundskolans tidigare år2011 (oppl. 1)Bok (Annet vitenskapelig)
  • 63.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Språkande i förskolan och grundskolans tidigare år2017 (oppl. 2)Bok (Annet vitenskapelig)
  • 64.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Språklig mångfald och språkutvecklande arbetssätt.2015Annet (Annet (populærvitenskap, debatt, mm))
  • 65.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    The Relationship between Literacy and ower: The Case of Literacy Practices in and out of School in Karagwe, Tanzania2005Inngår i: Literacy without Boundaries : Proceedings of the 14th European Conference on Reading, Zagreb, Croatia 2005, Zagreb, 2005, s. 47-51Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract LITERACY AND POWER IN TANZANIA AND SWEDEN In my research I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research framework, both to contest and to complement the more traditional psychological and cognitive approaches which have been prominent in educational contexts. In my research on literacy practices in homes, in primary school and in the community in Karagwe district in the north-west of Tanzania I have been able to show that different types of literacy practices relate differently to power. Through history authorities and traditional elites have used literacy to maintain and to reproduce their authority while, at the same time, some women and young people have been able to get access to power through literacy. This shows us that the relationship between literacy and power is complex. I argue that literacy has the potential to be a tool for democracy, but only if different social and ethnic groups have equal access to literacy and if they also have the right to decide what literacy practices should be valued.

  • 66.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Utbildning & Lärande 2018:1: Tema: Praktiknära forskning2018Collection/Antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 67.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Utbildning & Lärande 2018:22018Collection/Antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 68.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Utbildning & Lärande 2019:12019Collection/Antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 69.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år2011Inngår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, nr 2, s. 95-118Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
    utveckling av tal och skriftspråk
  • 70.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Vägar till svenskt skriftspråk för vuxna andraspråksinlärare2010 (oppl. 1)Bok (Annet vitenskapelig)
  • 71.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Återblick och reflektion2015Annet (Annet (populærvitenskap, debatt, mm))
  • 72.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    زمان و فیربوونئاخافتن له زاروخانه و سالانی به رایی فیرگه دا2016Bok (Annet vitenskapelig)
  • 73.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Bomström Aho, Erika
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Student Agency in Science Learning: Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden2019Inngår i: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 12, nr 1, s. 67-74Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 74.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Claesson, Urban
    Högskolan Dalarna, Akademin Humaniora och medier, Historia.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Irisdotter Aldenmyr, Sara
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Introduktion2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 5-6Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 75.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Hedman, ChristinaStockholms universitet.
    Flerspråkighet, litteracitet och multimodalitet2013Collection/Antologi (Annet vitenskapelig)
  • 76.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Hermansson, Carina
    Umeå universitet.
    Holm, Lars
    Århus universitet.
    Analyzing literacy education: the Scandinavian scene2017Inngår i: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, nr 5, s. 395-399Artikkel i tidsskrift (Fagfellevurdert)
  • 77.
    Wedin, Åsa
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Musk, Nigel
    Flerspråkighet, identitet och lärande: skola i ett föränderligt samhälle2010Collection/Antologi (Annet vitenskapelig)
  • 78.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Norlund Shaswar, Annika
    Umeå universitet.
    Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants2019Inngår i: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, nr 3, s. 17-34Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    Full text
  • 79.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Norlund Shaswar, Annika
    Umeå universitet.
    Whole class interaction in the adult L2-classroom: The case of Swedish for immigrants2019Inngår i: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, nr 2, s. 45-63Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.

     

    Fulltekst (pdf)
    fulltext
  • 80.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Pettersson, Marianne
    Warström, Jennie
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Lek med skrift i förskolan: flerspråkighet som kommunikativ resurs2019Inngår i: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling, Maria Magnusson, Liber, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
  • 81.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet2019Inngår i: Lärarprofession i en tid av förändringar: Konferensvolym från den tredje nationella ämneskonferensen i pedagogiskt arbete / [ed] Remiers, Eva, Harling, Martin, Henning Loeb, Ingrid & Rönnerman, Karin, Göteborg: Göteborgs universitet, 2019, s. 65-82Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 82.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Hennius, Samira
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Transspråkande och multimodalitet i grundläggande skriftsspråksundervisning inom sfi2018Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, nr 1-2, s. 15-38Artikkel i tidsskrift (Fagfellevurdert)
  • 83.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Rasti, Sori
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Hennius, Samira
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Grundläggande litteracitet: Att undervisa vuxna med svenska som andraspråk2016Rapport (Annet (populærvitenskap, debatt, mm))
  • 84.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Skriva på engelska: Forskares villkor, språkliga resurser och strategier under skrivandet av en vetenskaplig artikel2015Inngår i: En profil i profilen: Vänbok till Bo G Jansson / [ed] Catharina Nyström Höög, Charlotte Lindgren & Sverre Wide, Falun: Högskolan Dalarna, 2015, s. 51-65Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 85.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Schmidt, Catarina
    Högskolan för Lärande och Kommunication.
    Barbie, ninjakrigare och popstjärnor populärkulturella texter i läs- och skrivundervisningen2015Inngår i: Critical literacy i svensk klassrumskontext / [ed] Lundgren, Berit & Damberg, Ulla, Umeå: Umeå universitet, Institutionen för litteraturvetenskap och nordiska språk , 2015, s. 51-68Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Kärnan i ett demokratiskt och kritiskt språksarbete utifrån utgångspunkterna

    i Critical Literacy (CL) är undersökandet av olika slags texter.

    Genom den snabba utvecklingen av informationstekniker och de olika

    modaliteter som följt i dess spår, har den textrepertoar som barn möter

    i sin vardag kommit att kraftigt expanderas. Behovet av att kunna tolka

    och förstå budskap och innehåll i olika slags texter har kanske aldrig varit

    större. I detta kapitel beskrivs ett klassrumsbaserat projekt, där elever i år

    två skriver berättelser baserade på deras populärkulturella erfarenheter.

    Utifrån detta belyser och problematiserar vi de möjliga lärandepotentialer

    som barns texter öppnar upp för i läs- och skrivundervisningen, men ställer

    också frågor och belyser dilemman ur såväl lärares som elevers perspektiv.

  • 86.
    Wedin, Åsa
    et al.
    Örebro universitet.
    von Walter, Ewa
    Tre barn återberättar: Struktursammanbindning i tal och skrift2012Inngår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 21, nr 1, s. 273-311Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Uppsatsens syfte är att med språkvetenskaplig analys tydliggöra hur barn i åldrarna före, under och efter skolstart återberättar i tal och skrift. Tre barn har var för sig sett en filmsekvens, återberättat denna muntligt och sedan dikterat en skriftlig berättelse om samma sekvens. Fokus har i analysen legat på sammanbindning med sambandsord och på berättelsens struktur. Detta är relevant i pedagogiskt avseende eftersom barnens sätt att värdera innehållet i sina berättelser på så vis blir tydligt och det också är inskrivet i läroplanen för grundskolan att eleverna ska tillägna sig kunskap om berättelser, deras struktur och sammanbindande ord. Resultaten i min studie visar att barnen i olika hög grad håller sig till ursprungsberättelsens innehåll och struktur. Resultatet visar också att barnen använder varierande konnektiv men att de additiva och temporala konnektiven är vanligast. Femåringen och nioåringen sammanbinder huvudsakligen med additiva och temporala konnektiv i den skriftliga berättelsen, men i den muntliga berättelsen också med kausal sammanbindning. Sjuåringen använder alla typer av sammanbindning i både tal och skrift men i muntlig berättelse fler additativa konnektiv och i skrift fler adversativa. Tempus används vid några tillfällen som strukturmarkör. Evalueringar, direkt anföring och emfas gör berättelsen mer levandegjord. Det barn som i min studie använder flest sorters konnektiv evaluerar också mest och lyckas föra fram innehållet från ursprungsberättelsen på ett tydligt sätt. Barnens muntliga berättelser är genomgående längre och direkt anföring används hos de två äldre barnen i tal men inte i skrift.

  • 87.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Warström, Jennie
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    De värdefulla tambursamtalen med nyanlända föräldrar2018Inngår i: Svenska som andraspråk i förskolan / [ed] Polly Björk-Willén, Natur och kultur, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
  • 88.
    Wedin, Åsa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wessman, Annelie
    Borlänge kommun.
    Multilingualism as policy and practices in elementary school: Powerful tools for inclusion of newly arrived pupils2017Inngår i: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 9, nr 4, s. 873-890Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim with this article is to analyse language policy in relation to multilingual practices in primary school through an understanding of the policy on different levels – as management, perception and practice. The article is based on longitudinal ethnographic action research that was conducted parallel to local school development. Here we draw on material from observations, interviews and notes written by participating teachers when arguing that engaging with policy processes may constitute a powerful tool for school development.  Development of language policies that include students’ diverse linguistic backgrounds, in this case multilingual educational practices, here supported students in their language development in the bridge between L2-support and work in the mainstream classroom. The conclusion is that the promotion of language policies that oppose hierarchies of power is crucial in terms of social change as it promotes social equity and fosters change. Involvement in terms of policy processes may shift the boundaries for what is possible in education and may thus constitute a powerful tool in school development.

    Fulltekst (pdf)
    fulltext
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