{"title":"Nyanlända elevers litteracitetspraktiker i skolan","authors":"Anna Winlund, Anna Lyngfelt, Åsa Wengelin","doi":"10.24834/educare.2017.1.4","DOIUrl":"https://doi.org/10.24834/educare.2017.1.4","url":null,"abstract":"During the last decade, the number of recently arrived immigrant pupils has increased in Swedish schools. This has entailed great challenges for the educational system, not least concerning how these pupils can acquire written language skills in a second language. Against this backdrop, we have investigated the literacy practices of two recently arrived pupils. The two pupils, seven and eight years old, speak Dari as their first language, have no previous school experience and are now learning to read and write in Swedish. The pupils were observed during ten weeks in a mainstream Swedish-speaking educational context. Luke and Freebody’s (1990) four resources’ model was used in order to identify different literacy practices. The model emphasises four different practices that are all necessary, but not in themselves sufficient for a person to develop into a skilled reader: decoding words; understanding of semantic content; pragmatic use and a critical approach to texts. The article describes the challenges of literacy acquisition for the two children in relation to all four practices, but also pinpoints potential resources that can be used to support the pupils’ learning in relation to these difficulties. Finally, pedagogical implications for the teaching of recently arrived pupils of primary school age are discussed in relation to the results.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132021745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik","authors":"Maritha Johansson","doi":"10.24834/EDUCARE.3.5","DOIUrl":"https://doi.org/10.24834/EDUCARE.3.5","url":null,"abstract":"The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127929627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Flerspråkiga elever i en enspråkig elevnorm","authors":"Frida Siekkinen","doi":"10.24834/educare.2017.1.3","DOIUrl":"https://doi.org/10.24834/educare.2017.1.3","url":null,"abstract":"Multilingual students in a monolingual student norm. This article examines how students of Swedish as a second language are constructed as a category and positioned as subjects in education policies. The aim of the article is to analyze the steering documents with a focus on discourses that emerge in the material which construct the category of students of Swedish as a second language in contrast to the students studying Swedish. The result shows that the category students of Swedish as a second language are constructed as students; with another origin, in need of a specific instruction, responsible for their inadequacy in Swedish and in need of the Swedish language. Students studying Swedish and students of Swedish as a second language are, as categories, constructed as opposites and dichotomies. The Swedish school subject and its’ students are constructions based on a homogenous monolingual norm to which the student of Swedish as a second language are compared and categorized as deviant with reference to culture, language and needs.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126491709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Enspråkig undervisning i flerspråkig kontext","authors":"B. Lundgren","doi":"10.24834/EDUCARE.2017.1.2","DOIUrl":"https://doi.org/10.24834/EDUCARE.2017.1.2","url":null,"abstract":"The aim of this article is to explore teaching within symmetrical and asymmetrical classrooms and how teaching creates meaning for the learners in a multilingual school. The study, described in this article, has a socio-cultural theoretical standpoint with focus on language and literacy teaching. The study has been conducted in Grade 5 in a school with 50% of immigrant learners. The result shows that the discourse in the symmetrical and asymmetrical classrooms is monolingual with no translanguaging except from one classroom where teaching prepare for translanguaging and multilingual use. But the conclusion from the study is a monolingual school discourse in a multilingual context. Syftet med artikeln är att utforska undervisningen i symmetriska och asymmetriska klassrum och den tänkbara betydelsen för eleverna av undervisning i en flerspråkig skola. Studien, som lyfts fram i denna artikel, har en sociokulturell teoretisk utgångspunkt med fokus på språk- och literacyundervisning och har genomförts i årskurs 5 i en skola där mer än 50 % av eleverna har ett annat modersmål än svenska. Resultatet visar att diskurs är enspråkig i symmetriska och asymmetriska klassrum förutom ett klassrum där undervisningen visar en ansats att lyfta in elevernas flerspråkiga kompetens och uppmuntra transspråkande. Slutsatsen är dock att det på den studerade skolan råder en enspråkig diskurs i en flerspråkig kontext.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124119250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Studiehandledning på modersmål","authors":"Boglárka Straszer, Jenny Rosén, Åsa Wedin","doi":"10.24834/EDUCARE.2019.3.4","DOIUrl":"https://doi.org/10.24834/EDUCARE.2019.3.4","url":null,"abstract":"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 illuminated 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 consists mainly of interviews with SGMT tutors together with official documents. The results show that there is considerable variation between individual SGMT tutors when it comes to their opportunities for agency, making their voices heard, participation and influence. Several co-operating factors have been identified that may strengthen the SGMT tutors’ profession: own competence, co-operation with class and subject teachers and organisational concerns (for example, time allocated for preparation).","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116343793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy","authors":"Anja Eriksson, Ann-Katrin Svensson, D. Beach","doi":"10.24834/EDUCARE.2019.3.6","DOIUrl":"https://doi.org/10.24834/EDUCARE.2019.3.6","url":null,"abstract":"Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121228069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"De första naturvetenskapliga skoltexterna","authors":"Ewa Bergh Nestlog","doi":"10.24834/EDUCARE.2017.1.5","DOIUrl":"https://doi.org/10.24834/EDUCARE.2017.1.5","url":null,"abstract":"In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115803735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Barn skriver på flera språk","authors":"Elisabeth Zetterholm","doi":"10.24834/EDUCARE.2017.1.6","DOIUrl":"https://doi.org/10.24834/EDUCARE.2017.1.6","url":null,"abstract":"Multilingual children often become biliterate, which means reading and writing in two or more languages, before or during the first years in school. It is shown that bilingual children can learn, compare and distinguish between two writing systems at the same time. However, when learning a second language, a crosslinguistic transfer at different linguistic levels is common between the learners’ first and second language. The aim of this study is to analyse written texts made by multilingual children in their first and second year of schooling with a focus on phonological transfer in order to understand if their spelling mistakes are influenced by their accent and the phonological structure of their first language. The results indicate that there is a phonological transfer depending on differences between Swedish and the child’s first language, but also spelling mistakes that are common for all Swedish children in the early stages of learning to write. All children in this study use more than one language on a daily basis in different social contexts. They have different language backgrounds, but teaching in school is only in Swedish.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123951646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11","authors":"Katharina Dahlbäck, Anna Lyngfelt","doi":"10.24834/EDUCARE.2017.1.8","DOIUrl":"https://doi.org/10.24834/EDUCARE.2017.1.8","url":null,"abstract":"The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimodality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Although people increasingly communicate by the use of different modalities in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of expression could be said to be marginalized. The study presented is a qualitative, comparative study based on close reading of curricula for the subject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are expected to learn, how this is told to be executed and why. Among the analysed curricula, the curriculum from 1980 (Lgr 80) represents an empirical, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the background. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual language. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibilities to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131603471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Att hantera lärarbristen","authors":"Jens Gardesten, L. Fonseca","doi":"10.24834/EDUCARE.2019.3.3","DOIUrl":"https://doi.org/10.24834/EDUCARE.2019.3.3","url":null,"abstract":" Schools in Sweden need to handle an acute lack of teachers. One way to handle this problem is to hire new staff who can work with social and administration tasks, enabling the teachers in school to teach some more classes instead. This study examined two secondary schools in Sweden where this way to solve the problem was tried out. The aim of the study was to highlight possible consequences for teachers’ core practices (teaching), and discuss whether more teaching might involve another sort of teaching. In this analysis, Ryle´s distinction of “achievements” versus “tasks” was being used (Ryle, 1949). Another aim was to highlight possible consequences for teacher-student relationships and possible consequences for the teachers´ working conditions. The empirical base was five focus group interviews with the teachers. The findings indicate that the new work model might turn into a “mechanical teaching”, more of an achievement than a task, in Ryle´s sense. Moreover, while new staff was hired to solve social problems among students, teachers still describe how they handle acute conflicts in the school environment; “because I´m an adult”. Finally, even though the working conditions are still demanding, the clarifying of job boundaries has contributed to less work stress.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128006015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
