Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

Colliander, Helena

doi:10.3384/diss.diva-147356

Cited by 14 publications

(10 citation statements)

References 52 publications

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“…Att lära sig ett andra (eller tredje) språk är komplicerat (se exempelvis Colliander, 2018;Franker, 2004). Att undervisa människor som lär sig ett andra språk kräver därför en hel del av medvetenhet, både ifråga om synsätt och om didaktiska val (Trigwell, Prosser & Waterhouse, 1999).…”

Section: Inledningunclassified

Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys

Norlund¹

2020

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Syftet med den här artikeln är att belysa hur förespråkare för den språkdidaktiska metoden suggestopedi konstruerar 1) problemet med att vuxna med utomeuropeisk språkbakgrund inte lär sig tillräckligt snabbt samt 2) lösningen, det vill säga hur denna problematik kan och bör bemötas enligt involverade projektaktörer. Detta görs genom en kritisk diskursanalys av sex strategiskt utvalda texter som alla framhåller suggestopedi som en fruktbar metod och som alla knyter an till projekt finansierade av Europeiska socialfonden. Analysen genomförs i fem steg. I det första steget identifieras hur problemet med att de vuxna inte lär sig snabbt nog konstrueras av aktörer som är involverade i projekten och i det andra steget identifieras vilka lämpliga åtgärder som föreslås i syfte att adressera det uppfattade problemet. Steg tre packar upp det nätverk av praktiker i vilken Europeiska socialfonden är en central aktör. Därefter belyses motstridigheter och luckor som trädde fram via analysen liksom potentiella metodologiska problem. De slutsatser som går att dra handlar om att det finns kritiska aspekter att beakta både när det gäller hur de vuxna med utländsk bakgrund konstrueras och vad beträffar den tillämpade didaktiska metoden.

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Section: Inledningunclassified

Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys

Norlund¹

2020

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“…Secondly, the 90s also brought another very important change. In 1991, the municipalities became responsible for both organising and funding adult education, which until then had been the responsibility of the state (Colliander, 2018; Linberg & Sandvall, 2007). As a result, the 90s saw the introduction of a new outsourcing system for municipal adult education.…”

Section: The History Of Language Classes ‘Sfi’ In Sweden and Their Connection To Educational Policymentioning

confidence: 99%

“…On the one hand, it meant they could participate in the establishment of new operators on the market, and in this way have a certain professional freedom. On the other hand, schools could not always rely on having their contracts renewed, which caused a certain level of insecurity for teachers (Colliander, 2018). The changes in financial responsibility also meant that local councils in many cases saw schools as a way to save money.…”

Section: The History Of Language Classes ‘Sfi’ In Sweden and Their Connection To Educational Policymentioning

confidence: 99%

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Development and current challenges of language courses for immigrants in Sweden

Hobzová

2020

Journal of Adult and Continuing Education

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Sweden has been the target country for migrants and refugees for many decades now. One important tool for the integration of newcomers is the language classes called ‘Svenska för invandrare’ (Swedish for Immigrants). The aim of this article is to answer how Swedish for Immigrants has developed to respond to changes in attitudes to integration and to migration patterns since the 60s (not only as a result of European migration crisis in 2015) and analyse the challenges the system is currently facing. The article outlines the development of the language courses, explores the challenges against the current model and discusses the current state today. It also gives an insight into problems connected with the marginalisation of immigrants in Sweden. The article uses official documents and statistics to draw a picture of the system itself, while analysing the contemporary situation with the help of up-to-date sources, reports and newspaper articles to show that Sweden, often used as a model state for its integration policy, has got limits in this type of education.

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“…In a Swedish context, teacher identity is something mainly dealt with in educational sciences (e.g. Rhöse 2003;Colliander 2018), and naturally there is a focus on active teachers as the object of study. Internationally, however, the interest in student teachers' professional identity appears to be more developed.…”

Section: Teacher Identitymentioning

confidence: 99%

‘This is where my inner history teacher appears’: a methodological approach to analysing student teachers’ professional identity in interaction

Christensson

2018

Classroom Discourse

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Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults

Abstract: The experienced newcomer-the (trans)forming of professional teacher identity in a new landscape of practices.

Cited by 14 publications

References 52 publications

Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys

Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys

Development and current challenges of language courses for immigrants in Sweden

‘This is where my inner history teacher appears’: a methodological approach to analysing student teachers’ professional identity in interaction

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