Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk

Wedin, Åsa; Stenbäck, Lena

doi:10.24834/educare.2020.4.5

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…[---] med projektfinansiering resurspersonal (resurslärare och barnskötare), språkmentorer (modersmålsstöd och stöttande av den kulturella identiteten) (836) Språkassistenter behövs och de är en bra resurs för verksamheten, men samarbetet kräver planering och en gemensam pedagogisk referensram (Löthman & Puskás, 2022;Wedin & Warström, 2018). Nemeth (2021) diskuterar hur språkassistenter kan vara ett värdefullt tillägg för att främja och stötta barns utveckling i de egna modersmålen.…”

Section: [---] Stöttande Av Föräldrarna I Användningen Av Eget Moders...unclassified

“…extra resurser, material och speciella arrangemang (se också Harju & Åkerblom, 2020). I svaren beskrivs detta i form av användningen av befintliga materialresurser samt tolkar, språkassistenter och andra professionella nätverk som inte ordinärt befinner sig på daghemmet i vardagliga situationer (Löthman & Puskás, 2022;Nemeth, 2021;Wedin & Warström, 2018).…”

Section: Reflekterande Diskussionunclassified

“…Vidare ansåg 78 % att pedagogerna bör använda sig av sådant material som också reflekterar barnets kulturella, etniska eller språkliga bakgrund. Tidigare forskning har ändå visat att de positiva attityderna inte per automatik leder till pedagogiska handlingar i vardagen (Borg, 2019; se också Alisaari m.fl., 2019;Bergroth & Hansell, 2020;Wedin & Warström, 2018). I den här artikeln granskar vi närmare betydelsen av barnets egna modersmål i småbarnspedagogisk verksamhet genom en kvalitativ analys av 548 svar på den öppna enkätsfrågan «Vilka goda praktiker har ni för att utveckla språket hos barn med invandrarbakgrund?».…”

Section: Introduktionunclassified

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Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik

Bergroth¹,

Alisaari²

2023

Nordand

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Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik Abstrakt Syftet med studien är att fördjupa förståelsen kring hur den nordiska synen på flerspråkighet som resurs träder fram i personalens beskrivningar av goda praktiker i samband med stöttande av flerspråkiga barns språk i Finland. Särskilt granskas om och hur barnens egna modersmål uppfattas av den småbarnspedagogiska personalen som stöd för lärande i undervisningssituationer. Materialet härrör sig från en nationell kartläggning hösten 2021 och i den här delstudien analyseras svaren den öppna enkätsfrågan «Vilka goda praktiker har ni för att utveckla språket hos barn med invandrarbakgrund?». Speciell vikt läggs vid kvalitativ analys av de 137 svar där andra språk utöver verksamhetsspråket nämns. Analysen visar att barnens modersmål som stöd i undervisningssituationerna inte ännu verkar realiseras i form av kognitivt utvecklande pedagogiska aktiviteter. Andra språk tas upp i samverkan med föräldrarna och i samarbete med andra professionella nätverk. I verksamheten kommer språken fram via olika materialresurser eller så att barnen själva får undervisa ord och fraser på sina modersmål till andra barn eller personalen.

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Section: [---] Stöttande Av Föräldrarna I Användningen Av Eget Moders...unclassified

Section: Reflekterande Diskussionunclassified

Section: Introduktionunclassified

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Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik

Bergroth¹,

Alisaari²

2023

Nordand

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“…Most studies in Sweden that focus on reading in an L2 perspective concern primary school (see, for example Lindholm 2019;Reichenberg 2012;Schmidt 2013) or upper secondary school (see, for example Economou 2015). Wedin and Stenbäck's (2020) study shows that there is little focus on text use in LIP teachers' thoughts about reading. Other studies on reading and writing at LIP focus on writing (see, for example, Wedin 2020; Winlund 2021).…”

Section: Research On Reading In a Second Languagementioning

confidence: 99%

Reading in Language Introductory Program Classrooms in Sweden

Aho

2022

Languages

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The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt’s compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL).

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“…Tidigare studier visar på att begränsade möjligheter för skrivande leder till svårigheter för nyanlända elever att utveckla textuell kompetens (Wedin, 2011b). Wedin (2011a;Wedin & Stenbäck, 2020) har under många år bedrivit forskning som berör sva-elevers textpraktiker. I en longitudinell studie med etnografiskt perspektiv har Wedin (2011b) följt tre elever under tre år.…”

Section: Elevers Textskapande I Den Svenska Skolanunclassified

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

Knorring¹

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An important issue in teaching and research is how newly arrived students best can develop their linguistic resources in learning. The overall aim of the dissertation is to contribute with in-depth knowledge of the context for newly arrived primary school students' digital meaning-making in Swedish as a second language (SSL) when the subject is studied in parallel with Swedish. The context includes the orchestration and content of the teaching, resources for meaning-making, reading and writing processes, and texts; all aspects are essential for the students' scope for meaning-making. This dissertation contains four articles, each aiming to answer the over-arching research questions. I have chosen to divide the context of newly arrived primary school students' digital meaning-making into three levels: conceptual, didactic, and production level. The levels are three different layers rather than a hierarchical system; the levels interact with each other and can move upwards or downwards in the system. The first level, which I chose to call conceptual, concerns teachers' experiences teaching newly arrived students with digital technology in Swedish. Through fieldwork and interviews, I study how teachers manage linguistic complexity involving increasingly digitized teaching. I investigate how teachers' reason whether digital technology can support or hinder learning Swedish as a second language. Here, I focus on the teachers' experiences and perceptions of using technology to help newly arrived students' learning. The second level-the didactic level -focuses on teaching with digital tools and how digital technology affects the organization of teaching in the classroom. How linguistic and spatial boundaries are challenged and handled in teaching with digital technology is studied through observations of teaching. I explore how teachers' teaching orchestration contributes to newly arrived students' opportunities for digital meaning-making, how teachers scaffold newly arrived pupils' digital text activities, and how the teachers use the students: multilingual resources. The third level, the production level, focuses the context surrounding students' text creation and agency in the writing process. In the dissertation, the production level is studied via written text activities, as part of students' meaning-making. I have observed teachers' writing instructions and analysed student texts to explore how newly arrived students create meaning, communicate, and express thehemselves with digital technology and how they can use their multilingual potential in digital writing within different text types. types. This thesis takes its point of departure in sociocultural perspectives that are an overarching term for several closely related human learning (Vygotsky, 1978). By studying how people use tools or tools to understand, act and interact in the outside world and how people adopt, or appropriate, the mediating tools, it is possible to approach how people learn (Salji:i, 2020). Language is a mediating tool, a dynamic and constantly evolving sign system that interacts with other forms of expression (Saljo, 2020). The thesis also has a multimodal perspective (Kress & Van Leeuwen, 2006; Selander, 2017). Multimodality focuses on the different symbols people use to communicate with each other and express themselves (Kress, 2009). Different modalities can give room for multilingual ways of expression. In the thesis, I study how students use modalities in digital meaning-making processes and how students and teachers interpret and get involved in meaning-making. In analyzing students' digital meaning- making and their digital compositions, it is essential to notice how different modalities can contribute to how students use their multilingual palette. The overall methodological approach in the thesis is an ethnographic case study. I chose the case study approach to capture the complexity and activities of a school subject (Cohen, Manion, & Morrison, 2011, p. 128). Inspired by Yin (2009), I intended to create broad empirical material to understand and analyze the context of newly arrived primary school students' digital meaning-making in SSL. Levy and Moore (2018) argue for qualitative methods to investigate how language teaching uses technology. Through qualitative research, learning processes can be studied moment by moment via the alternating use of an outside and an inside perspective. The thesis's most important results are that teachers had an inclusion focus on digital technology, where newly arrived students, together with teachers and other classmates, explored digital meaning-making through multilingualism and translanguaging. However, multilingual components were nothing the newly arrived students could build on in digitally mediated narrative and retelling texts. One of the main contributions of the thesis is how it empirically visualized the context for newly arrived primary school students as well as opportunities and limitations in digital text activities in the Swedish subject. The study results contribute to developing teaching with a multilingual perspective regarding how technology is used, the orchestration of educati9n, and how students are scaffolded.

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Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk

Cited by 3 publications

References 20 publications

Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik

Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik

Reading in Language Introductory Program Classrooms in Sweden

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

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