Christina Hedman | Stockholm University (original) (raw)
Papers (peer reviewed) by Christina Hedman
Language Awareness, 2024
The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrive... more The paper builds on ethnographic fieldwork in a Language Introduction
program for recently arrived students in an upper secondary school in
Sweden. In a short period of time, this program prepares students for
using Swedish as an academic language, in order to enter a national
program. One response to this challenge is that schools allocate the
recently arrived students to level-based groups. We contribute new
knowledge about this practice by focusing on the nature of teacher
support in one beginner group and one more advanced group, based
on ethnographic data from classroom observations and interviews.
Drawing from language scaffolding theory, we show how the teachers
in both groups initiated collaborative dialogue. This dialogue was most
prominent in peer work in the advanced group, affording space for
flexible language use and affective-relational dimensions. The peer
work seemingly compensated for less teacher bridging to students’
previous language resources, less explicit feedback, and less use of
multimodality. The findings contribute new knowledge about how
teachers accommodate beginner learners in their everyday teaching,
although accommodating all students was not feasible. Other possible
ways of grouping and supporting learners while closely attending to
learner development could be explored further.
Nordic Journal of Literacy Research, 2024
Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary s... more Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our
findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar language and literature teaching contexts.
Applied Linguistics, 2024
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at ... more This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with
disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and
to alternatives in pedagogical practice.
Journal of Immersion and Content-Based Language Education, 2023
Based on fieldwork and interviews, we explore five teachers’ views about their teaching of Swedis... more Based on fieldwork and interviews, we explore five teachers’ views about
their teaching of Swedish as a second language in an early immersion school in Finland (Larch) and a linguistically heterogeneous primary school in Sweden (Chestnut). Drawing from ecological perspectives, we aim to contribute new knowledge on how second language teachers express their goals, teacher experiences and expertise depending on language and education policy as discursive-material reality. We discuss how societal, discursive and material differences were entangled with the teachers’ discourses, for example, the fact that Swedish immersion at Larch enjoyed a higher social status than Swedish as a second language at Chestnut. Concomitantly, the teachers adhered to pedagogical principles and the value of students’ linguistic and cultural repertoires in similar ways. We specifically discuss teacher autonomy as entwined with prevailing discursive-material realities, including distinct language education policies.
Nordand. Nordisk tidsskrift for andrespråksforskning, 7(2), 115–135., 2022
Current trends in Swedish as a second language in the light of Norwegian as a second language
Journal of Language Identity and Education, 2022
This paper draws from a collaborative project in which we piloted a Critical Multilingual Languag... more This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio-and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.
Journal of Multilingual and Multicultural Development , 2022
This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (C... more This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.
Susanna Caliolo and Christina Hedman. Apples – Journal of Applied Language Studies, 2022
This paper reports on a case study of online co-assessment practices among teachers of minoritize... more This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master's thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a col laborative act of matching assessment criteria to student performance, through the authorized teacher's controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue tow ard the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts.
Multilingua: Journal of Cross-Cultural and Interlanguage Communication (MULTI), 2022
This paper explores the role of collaborative teacher agency in facilitating translingual adjustm... more This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT practices and preparations for an annual musical performance, we investigated how the teachers adjusted to the students’ multilingual repertoires through relational agency and distributed expertise (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39). These adjustments affected the offered language provisions beyond what was required, based on students’ linguistic competencies and parental involvement. Didactic adjustments also afforded migrant students literary experiences that starkly contrasted with the limited literacy content in beginner courses in Swedish. These “responsive professional actions” (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39, p. 39) thus impacted on the students’ opportunities for multilingual development, expanded language registers, including verbal art, and linguistic inclusion. Through these actions, language was reformulated as asset, and we find that an ethics of care (Watkins, M. 2011. Teachers’ tears and the affective geography of the classroom. Emotion, Space and Society 4(3). 137–143) was closely intertwined with this relational agency. The findings contribute new knowledge on the role of collaborative teacher agency in diverse settings also of relevance to other national contexts.
Languages, 2021
This article focuses on language education policy for language learners in Sweden by building on ... more This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.
Snoder, S., Hedman, C., & Dewilde, J. Acta Didactica Norden, 2021
Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lär... more Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lärare i grundskolans tidiga år diskursivt positionerar sin egen flerspråkighet och i förhållande till undervisning, elever, kollegor och vårdnadshavare. Syftet är att bidra med ny kunskap om vilken betydelse lärares flerspråkighet kan ha i undervisningssammanhang i skolans tidiga år. Med en etnografisk ansats genomfördes deltagande observationer i två grundskolor med hög andel flerspråkiga elever (ålder 7-12 år) och lärare. Data består av transkriberade intervjusamtal med de fem flerspråkiga lärarna och fältanteckningar från deras undervisning. Resultaten visar hur lärarnas diskursiva positionering av sin flerspråkighet och av flerspråkig användning tog sig olika uttryck, som rättighet och resurs såväl som problem (Ruíz, 1984). Lärarnas flerspråkiga policy uppfattades ha särskilt stor betydelse i förhållande till vårdnadshavare även om det också fanns uttryck för ambivalens, t.ex. i positionering av språklig behärskning av svenska och andra språk. Negativa upplevelser fanns av att bli positionerad som icke-legitim talare av svenska, jämte uttryck för en mer dynamisk syn på språk och identitet hos några av lärarna. Trots lärarnas legitimering (Van Leeuwen, 2007) av en flerspråkighetspolicy lokalt (Bonacina-Pugh, 2020) utmanades inte svenska som undervisningsspråk i stort, vilket t.ex. var märkbart i uttryckta gränser för användning av andra språk än svenska. Fler liknande fallstudier i ordinarie undervisning i skolans tidiga år behövs, då elever socialiseras in i skolans språkliga register, för ytterligare kunskap om hur flerspråkiga praktiker kan ta sig uttryck, var gränserna går och deras betydelse i dagens heterogena klassrum.
English in Education, 2021
This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic... more This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue
Instruction (MTI) in Sweden, where online distance teaching was
initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than
Swedish on a daily basis in the home. The focus is on how agentive
space, as a body–space relationship, was created by students in
a 9th grade class (ages 15–16 years) studying English MTI, in relation
to both space and educational discourse. Despite the prescribed
online distance teaching, many of the students collaboratively
chose to assemble in a physical classroom without a supervisor on
site. How the students created a new learning frame through their
actions is discussed on the basis of video-recorded lessons, and two
students’ reflective follow-up talks. In this new – and in many
respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency,
which also facilitated expressions of identity and emotional space
among the students. It is worth exploring further how schools can
more efficiently draw on students’ agency for language learning in
similar and different contexts.
Multilingual Education Review, 2021
Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new ... more Through the study of pedagogic discourse and practice in introductory
classes (ICs) aimed at new migrant students at a linguistically
diverse primary school in Sweden, we discuss pedagogic principles
and power dynamics, drawing on Bernstein’s conceptual frame. Our
ethnographic data consist of teacher interviews and observational
fieldnotes. A compound set of pedagogic principles was found,
where the acknowledgement of the students’ prior languages differs
from previous research. Furthermore, the teachers’ accommodations
to the students’ needs through a collaborative practice of
care formed an important part of the inner logic of discourse and
practice. We find this multilingual and emotional support to be
contingent upon the IC teachers’ multilingual competencies and
long-term experience with ICs, multilingualism and migration, and
support from school management. We welcome interrelated discussions
of underpinning logics based on research within different
educational contexts comprising migrant students.
Language and Communication, 2021
Focusing on the narrations of Omid – a Mother Tongue (MT) teacher of Arabic in a Swedish primary ... more Focusing on the narrations of Omid – a Mother Tongue (MT) teacher of Arabic in a Swedish primary school – we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model – based in success stories – and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust and hope among parents in forced migration. This was evident in narrated alignment with the parents and claimed professional membership. The didactic narrations encompassed ideological space for multilingualism, and, we argue, both addressed and defused discourses on MT as a hindrance to integration through recurrent praise of Sweden and Swedish language learning.
Hedman, Christina & Rosen, Jenny, Utbildning och Demokrati, 2020
The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swe... more The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swedish parliamentary debate in the
twenty-tens.
This paper highlights and discusses the arguments in favor
of, or against Mother Tongue Instruction (MTI) in Swedish parliamentary
debate between 2010 and 2020. New to this decade is the entrance of yet
another nationalist and populist party with the abolishment of MTI on
its political agenda. Building on a critical discourse analytical frame
and argumentation analysis, we discuss this party’s rhetoric on MTI – based in an Othering discourse and the construction of MTI as a path to alienation – and the parliamentary counter-voices. The latter mainly concern the role of MTI for development of Swedish and learning in other school subjects, implying that MTI in its own right is subordinated. We argue that this counter- discourse represents a shift in how MTI is legitimized – and in fact plays into assimilationists’ hands – compared to the pluralistic ideology that initially made way for MTI. The importance of scrutinizing political rhetoric is stressed to anticipate political action.
Language and Education, 2020
Drawing from an ethnographic project on the subject of Swedish as a second language (SSL) in thre... more Drawing from an ethnographic project on the subject of Swedish as a
second language (SSL) in three linguistically diverse upper secondary
schools, the aim of this study was to investigate how three SSL teachers,
one from each school, discursively constructed SSL, and whether and
how they legitimated their role as SSL teachers, in relation to previously
analyzed academic and public discourses on the subject (Hedman and
Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.
International Journal of Bilingual Education and Bilingualism, 2019
This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language ... more This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach.” Language Policy 1 (1): 27–51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. “Semiotic Aspects of Social Transformation and Learning.” In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378–387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted ‘potential space’ [Johnson 2011. “Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research.” In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126–139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.
Linguistics and Education, 2020
This paper explores the relatively unique educational design of the school subject Swedish as a s... more This paper explores the relatively unique educational design of the school subject Swedish as a secondlanguage (SSL) through ethnographic fieldwork in three linguistically diverse schools in Sweden. A mainpoint is the importance of carefully considering the local educational context in relation to its organi-zational design and embeddedness in language ideologies and linguistic hierarchies when researching and discussing educational practices designed for linguistically and culturally diverse students. Since L2 education may become part of a negative social categorization of students (e.g. Talmy, 2011), we focus on student perspectives, i.e. 15 students’ narrated experiences of SSL in upper secondary schools where SSL is a voluntary subject and the teachers are highly qualified. On the basis of stance analysis (Du Bois,2007; Jaffe, 2009), we discuss both the students’ motives for choosing SSL and their reasons for con-tinuing to study SSL. Findings show an ambivalence toward the subject, which is related to conflicting discourses surrounding it (Hedman & Magnusson, 2018). On the one hand, the narratives reflect that SSL may be associated with negative societal discourses on immigration and L2 use; on the other, they provide examples of affordances of SSL, i.e. counter images to these discourses (cf. contrastive insights,Hymes, 1996). Not least, pedagogical scaffolding of advanced content was analyzed as a main reward.The fact that attending SSL in these schools was not an exception, separating a few from the majority,also allows for a problematization of “mainstream”.
see the article in the following link (until 12th January 2020):
https://authors.elsevier.com/a/1a6Xm3CKC%7EwpgB
![Research paper thumbnail of Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige [Similar or equal opportunities? Discourses on the school-subject Swedish as a second language within the academic field in Sweden].](https://attachments.academia-assets.com/56191655/thumbnails/1.jpg)
](Acta Didactica, 2018
Sammanfattning I denna artikel urskiljer och diskuterar vi diskurser i vetenskapliga texter inom ... more Sammanfattning I denna artikel urskiljer och diskuterar vi diskurser i vetenskapliga texter inom det akademiska fältet i Sverige om skolämnet svenska som andraspråk (härefter sva) efter dess införande 1995, utifrån begreppet likvärdighet. I studien analy-seras vilka typer av argument som anförts, i vilken teoretisk och empirisk bas de kontextualiseras, och vilka antaganden om likvärdighet som de avspeglar. Två kolliderande diskurser identifieras där argumenten i den ena, sva-diskursen, främst sprungen ur fältet flerspråkighets-och andraspråksforskning, utgår från erkännandet av språkliga undervisningsbehov hos elever som lär på ett andra-språk som ett uttryck för likvärdighet (equality-as-equal-opportunity) och som motstånd mot " olikhetsblindhet ". Sva mejslas i denna argumentation fram som del i en pluralistisk språkpolicy i vilken såväl ämnet sva som ämnet modersmål ingår. Kritik mot ämnets organisering återfinns inom diskursen samtidigt som behoven av andraspråksundervisning erkänns. I den kolliderande diskursen, som kretsar kring begreppet inkludering, beskrivs ämnet istället som uttryck för bristperspektiv på de elever som ämnet är avsett för, och särskiljande av elev-grupper ses som ett huvudproblem. Interdiskursiva relationer urskiljs i det att aspekter av inkluderingsdiskursen även finns inom sva-diskursen. De olika tolk-ningar av brist och språk som framkommer återspeglar hur diskurser konstru-erar sina objekt, i detta fall innehåll i och syfte för sva (Foucault, 1972). Diskursernas anteciperande prägel indikerar en involvering av aktörer med hög grad av agentivitet, vilket reflekterar det akademiska fältets relativt stora in-flytande på det politiska fältet avseende språkpluralistisk utbildningspolicy. Den empiriska forskning om sva-ämnets undervisningspraktik som till dels under-bygger de identifierade diskurserna är dock påfallande begränsad. Nyckelord: svenska som andraspråk, diskurser, pedagogisk inkludering, likvär-dighet
Language Awareness, 2024
The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrive... more The paper builds on ethnographic fieldwork in a Language Introduction
program for recently arrived students in an upper secondary school in
Sweden. In a short period of time, this program prepares students for
using Swedish as an academic language, in order to enter a national
program. One response to this challenge is that schools allocate the
recently arrived students to level-based groups. We contribute new
knowledge about this practice by focusing on the nature of teacher
support in one beginner group and one more advanced group, based
on ethnographic data from classroom observations and interviews.
Drawing from language scaffolding theory, we show how the teachers
in both groups initiated collaborative dialogue. This dialogue was most
prominent in peer work in the advanced group, affording space for
flexible language use and affective-relational dimensions. The peer
work seemingly compensated for less teacher bridging to students’
previous language resources, less explicit feedback, and less use of
multimodality. The findings contribute new knowledge about how
teachers accommodate beginner learners in their everyday teaching,
although accommodating all students was not feasible. Other possible
ways of grouping and supporting learners while closely attending to
learner development could be explored further.
Nordic Journal of Literacy Research, 2024
Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary s... more Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our
findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar language and literature teaching contexts.
Applied Linguistics, 2024
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at ... more This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with
disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and
to alternatives in pedagogical practice.
Journal of Immersion and Content-Based Language Education, 2023
Based on fieldwork and interviews, we explore five teachers’ views about their teaching of Swedis... more Based on fieldwork and interviews, we explore five teachers’ views about
their teaching of Swedish as a second language in an early immersion school in Finland (Larch) and a linguistically heterogeneous primary school in Sweden (Chestnut). Drawing from ecological perspectives, we aim to contribute new knowledge on how second language teachers express their goals, teacher experiences and expertise depending on language and education policy as discursive-material reality. We discuss how societal, discursive and material differences were entangled with the teachers’ discourses, for example, the fact that Swedish immersion at Larch enjoyed a higher social status than Swedish as a second language at Chestnut. Concomitantly, the teachers adhered to pedagogical principles and the value of students’ linguistic and cultural repertoires in similar ways. We specifically discuss teacher autonomy as entwined with prevailing discursive-material realities, including distinct language education policies.
Nordand. Nordisk tidsskrift for andrespråksforskning, 7(2), 115–135., 2022
Current trends in Swedish as a second language in the light of Norwegian as a second language
Journal of Language Identity and Education, 2022
This paper draws from a collaborative project in which we piloted a Critical Multilingual Languag... more This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio-and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.
Journal of Multilingual and Multicultural Development , 2022
This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (C... more This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.
Susanna Caliolo and Christina Hedman. Apples – Journal of Applied Language Studies, 2022
This paper reports on a case study of online co-assessment practices among teachers of minoritize... more This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master's thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a col laborative act of matching assessment criteria to student performance, through the authorized teacher's controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue tow ard the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts.
Multilingua: Journal of Cross-Cultural and Interlanguage Communication (MULTI), 2022
This paper explores the role of collaborative teacher agency in facilitating translingual adjustm... more This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT practices and preparations for an annual musical performance, we investigated how the teachers adjusted to the students’ multilingual repertoires through relational agency and distributed expertise (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39). These adjustments affected the offered language provisions beyond what was required, based on students’ linguistic competencies and parental involvement. Didactic adjustments also afforded migrant students literary experiences that starkly contrasted with the limited literacy content in beginner courses in Swedish. These “responsive professional actions” (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39, p. 39) thus impacted on the students’ opportunities for multilingual development, expanded language registers, including verbal art, and linguistic inclusion. Through these actions, language was reformulated as asset, and we find that an ethics of care (Watkins, M. 2011. Teachers’ tears and the affective geography of the classroom. Emotion, Space and Society 4(3). 137–143) was closely intertwined with this relational agency. The findings contribute new knowledge on the role of collaborative teacher agency in diverse settings also of relevance to other national contexts.
Languages, 2021
This article focuses on language education policy for language learners in Sweden by building on ... more This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.
Snoder, S., Hedman, C., & Dewilde, J. Acta Didactica Norden, 2021
Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lär... more Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lärare i grundskolans tidiga år diskursivt positionerar sin egen flerspråkighet och i förhållande till undervisning, elever, kollegor och vårdnadshavare. Syftet är att bidra med ny kunskap om vilken betydelse lärares flerspråkighet kan ha i undervisningssammanhang i skolans tidiga år. Med en etnografisk ansats genomfördes deltagande observationer i två grundskolor med hög andel flerspråkiga elever (ålder 7-12 år) och lärare. Data består av transkriberade intervjusamtal med de fem flerspråkiga lärarna och fältanteckningar från deras undervisning. Resultaten visar hur lärarnas diskursiva positionering av sin flerspråkighet och av flerspråkig användning tog sig olika uttryck, som rättighet och resurs såväl som problem (Ruíz, 1984). Lärarnas flerspråkiga policy uppfattades ha särskilt stor betydelse i förhållande till vårdnadshavare även om det också fanns uttryck för ambivalens, t.ex. i positionering av språklig behärskning av svenska och andra språk. Negativa upplevelser fanns av att bli positionerad som icke-legitim talare av svenska, jämte uttryck för en mer dynamisk syn på språk och identitet hos några av lärarna. Trots lärarnas legitimering (Van Leeuwen, 2007) av en flerspråkighetspolicy lokalt (Bonacina-Pugh, 2020) utmanades inte svenska som undervisningsspråk i stort, vilket t.ex. var märkbart i uttryckta gränser för användning av andra språk än svenska. Fler liknande fallstudier i ordinarie undervisning i skolans tidiga år behövs, då elever socialiseras in i skolans språkliga register, för ytterligare kunskap om hur flerspråkiga praktiker kan ta sig uttryck, var gränserna går och deras betydelse i dagens heterogena klassrum.
English in Education, 2021
This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic... more This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue
Instruction (MTI) in Sweden, where online distance teaching was
initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than
Swedish on a daily basis in the home. The focus is on how agentive
space, as a body–space relationship, was created by students in
a 9th grade class (ages 15–16 years) studying English MTI, in relation
to both space and educational discourse. Despite the prescribed
online distance teaching, many of the students collaboratively
chose to assemble in a physical classroom without a supervisor on
site. How the students created a new learning frame through their
actions is discussed on the basis of video-recorded lessons, and two
students’ reflective follow-up talks. In this new – and in many
respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency,
which also facilitated expressions of identity and emotional space
among the students. It is worth exploring further how schools can
more efficiently draw on students’ agency for language learning in
similar and different contexts.
Multilingual Education Review, 2021
Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new ... more Through the study of pedagogic discourse and practice in introductory
classes (ICs) aimed at new migrant students at a linguistically
diverse primary school in Sweden, we discuss pedagogic principles
and power dynamics, drawing on Bernstein’s conceptual frame. Our
ethnographic data consist of teacher interviews and observational
fieldnotes. A compound set of pedagogic principles was found,
where the acknowledgement of the students’ prior languages differs
from previous research. Furthermore, the teachers’ accommodations
to the students’ needs through a collaborative practice of
care formed an important part of the inner logic of discourse and
practice. We find this multilingual and emotional support to be
contingent upon the IC teachers’ multilingual competencies and
long-term experience with ICs, multilingualism and migration, and
support from school management. We welcome interrelated discussions
of underpinning logics based on research within different
educational contexts comprising migrant students.
Language and Communication, 2021
Focusing on the narrations of Omid – a Mother Tongue (MT) teacher of Arabic in a Swedish primary ... more Focusing on the narrations of Omid – a Mother Tongue (MT) teacher of Arabic in a Swedish primary school – we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model – based in success stories – and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust and hope among parents in forced migration. This was evident in narrated alignment with the parents and claimed professional membership. The didactic narrations encompassed ideological space for multilingualism, and, we argue, both addressed and defused discourses on MT as a hindrance to integration through recurrent praise of Sweden and Swedish language learning.
Hedman, Christina & Rosen, Jenny, Utbildning och Demokrati, 2020
The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swe... more The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swedish parliamentary debate in the
twenty-tens.
This paper highlights and discusses the arguments in favor
of, or against Mother Tongue Instruction (MTI) in Swedish parliamentary
debate between 2010 and 2020. New to this decade is the entrance of yet
another nationalist and populist party with the abolishment of MTI on
its political agenda. Building on a critical discourse analytical frame
and argumentation analysis, we discuss this party’s rhetoric on MTI – based in an Othering discourse and the construction of MTI as a path to alienation – and the parliamentary counter-voices. The latter mainly concern the role of MTI for development of Swedish and learning in other school subjects, implying that MTI in its own right is subordinated. We argue that this counter- discourse represents a shift in how MTI is legitimized – and in fact plays into assimilationists’ hands – compared to the pluralistic ideology that initially made way for MTI. The importance of scrutinizing political rhetoric is stressed to anticipate political action.
Language and Education, 2020
Drawing from an ethnographic project on the subject of Swedish as a second language (SSL) in thre... more Drawing from an ethnographic project on the subject of Swedish as a
second language (SSL) in three linguistically diverse upper secondary
schools, the aim of this study was to investigate how three SSL teachers,
one from each school, discursively constructed SSL, and whether and
how they legitimated their role as SSL teachers, in relation to previously
analyzed academic and public discourses on the subject (Hedman and
Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.
International Journal of Bilingual Education and Bilingualism, 2019
This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language ... more This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach.” Language Policy 1 (1): 27–51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. “Semiotic Aspects of Social Transformation and Learning.” In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378–387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted ‘potential space’ [Johnson 2011. “Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research.” In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126–139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.
Linguistics and Education, 2020
This paper explores the relatively unique educational design of the school subject Swedish as a s... more This paper explores the relatively unique educational design of the school subject Swedish as a secondlanguage (SSL) through ethnographic fieldwork in three linguistically diverse schools in Sweden. A mainpoint is the importance of carefully considering the local educational context in relation to its organi-zational design and embeddedness in language ideologies and linguistic hierarchies when researching and discussing educational practices designed for linguistically and culturally diverse students. Since L2 education may become part of a negative social categorization of students (e.g. Talmy, 2011), we focus on student perspectives, i.e. 15 students’ narrated experiences of SSL in upper secondary schools where SSL is a voluntary subject and the teachers are highly qualified. On the basis of stance analysis (Du Bois,2007; Jaffe, 2009), we discuss both the students’ motives for choosing SSL and their reasons for con-tinuing to study SSL. Findings show an ambivalence toward the subject, which is related to conflicting discourses surrounding it (Hedman & Magnusson, 2018). On the one hand, the narratives reflect that SSL may be associated with negative societal discourses on immigration and L2 use; on the other, they provide examples of affordances of SSL, i.e. counter images to these discourses (cf. contrastive insights,Hymes, 1996). Not least, pedagogical scaffolding of advanced content was analyzed as a main reward.The fact that attending SSL in these schools was not an exception, separating a few from the majority,also allows for a problematization of “mainstream”.
see the article in the following link (until 12th January 2020):
https://authors.elsevier.com/a/1a6Xm3CKC%7EwpgB
Acta Didactica, 2018
Sammanfattning I denna artikel urskiljer och diskuterar vi diskurser i vetenskapliga texter inom ... more Sammanfattning I denna artikel urskiljer och diskuterar vi diskurser i vetenskapliga texter inom det akademiska fältet i Sverige om skolämnet svenska som andraspråk (härefter sva) efter dess införande 1995, utifrån begreppet likvärdighet. I studien analy-seras vilka typer av argument som anförts, i vilken teoretisk och empirisk bas de kontextualiseras, och vilka antaganden om likvärdighet som de avspeglar. Två kolliderande diskurser identifieras där argumenten i den ena, sva-diskursen, främst sprungen ur fältet flerspråkighets-och andraspråksforskning, utgår från erkännandet av språkliga undervisningsbehov hos elever som lär på ett andra-språk som ett uttryck för likvärdighet (equality-as-equal-opportunity) och som motstånd mot " olikhetsblindhet ". Sva mejslas i denna argumentation fram som del i en pluralistisk språkpolicy i vilken såväl ämnet sva som ämnet modersmål ingår. Kritik mot ämnets organisering återfinns inom diskursen samtidigt som behoven av andraspråksundervisning erkänns. I den kolliderande diskursen, som kretsar kring begreppet inkludering, beskrivs ämnet istället som uttryck för bristperspektiv på de elever som ämnet är avsett för, och särskiljande av elev-grupper ses som ett huvudproblem. Interdiskursiva relationer urskiljs i det att aspekter av inkluderingsdiskursen även finns inom sva-diskursen. De olika tolk-ningar av brist och språk som framkommer återspeglar hur diskurser konstru-erar sina objekt, i detta fall innehåll i och syfte för sva (Foucault, 1972). Diskursernas anteciperande prägel indikerar en involvering av aktörer med hög grad av agentivitet, vilket reflekterar det akademiska fältets relativt stora in-flytande på det politiska fältet avseende språkpluralistisk utbildningspolicy. Den empiriska forskning om sva-ämnets undervisningspraktik som till dels under-bygger de identifierade diskurserna är dock påfallande begränsad. Nyckelord: svenska som andraspråk, diskurser, pedagogisk inkludering, likvär-dighet
In S. Ainsworth, D. Griffiths, G. Macrory & K. Pahl (Eds.), Multimodality and multilingualism. Towards an integrative approach (pp. 106–119). Multilingual Matters., 2023
This chapter centers around creative multimodal learning in relation to the reading of literatur... more This chapter centers around creative multimodal learning in relation to the reading of literature. Through a focus on the ‘reading of “things”—artifacts, objects, texts’ (Johnson & Enriquez, 2016: 273), the chapter highlights the interplay between text, learning and ‘the sensual, affective, materiality of bodies’ (Hughes, 2016: 124; cf. Vasudevan, 2010). Building on a phenomenological approach to the embodied dimensions of literacy in time and place, we also acknowledge how expressions of individuals as literate beings are contingent upon personal histories as well as institutional norms (Enriquez, 2016: 51). More specifically, the chapter draws on a collaborative drama-based literary project in a linguistically diverse secondary classroom in Sweden. Within the frame of such a dramabased ‘embodied pedagogy’ (Rothwell, 2011: 582), the reading of a detective novel was embedded in a range of creative multimodal learning activities comprising corporeal engagement through ‘material-discursive’ and ‘emotive’ meaning-making (see Johnson & Kontovourki, 2016: 5). The project was introduced by the authors, and one teacher, Nicole,
invited us to work collaboratively in her class. The aim was to investigate and discuss student expressions of literary engagement within
the drama-based frame and the possible significance of observed embodied engagement for pedagogical approaches to literature. In this chapter, we focus specifically on three of the students: Nura, Omar and Mustafa (pseudonyms).
Möjligheter till lärande – andraspråksdidaktik i ett kritiskt perspektiv (Symposievolym, Nationellt Centrum för svenska som andraspråk ), 2022
Flerspråkighet i skolan. Språklig utveckling och undervisning. [Multilingualism in School. Language Development and Education]. Eva-Kristina Salameh (Ed.). Stockholm: Natur & Kultur., 2012
Flerspråkighet i skolan. Språklig utveckling och undervisning. [Multilingualism in School. Language Development and Education]. Eva-Kristina Salameh (Ed.). Stockholm: Natur & Kultur., 2012
![Research paper thumbnail of Dyslexi på två språk. En multipel fallstudie av spansk-svensktalande med läs- och skrivsvårigheter. [Dyslexia in Two Languages. A Multiple Case Study of Spanish-Swedish Speaking Adolescents with Reading and Writing Difficulties]](https://attachments.academia-assets.com/36910844/thumbnails/1.jpg)
](![Research paper thumbnail of Sambedömning i modersmålsämnet: Modul 7 [Co-assessment in the Mother Tongue subject]](https://attachments.academia-assets.com/111074861/thumbnails/1.jpg)
](Skolverkets modul om modersmålsundervisning/Swedish National Agency for Education: Module about Mother Tongue Instructionle about Mother Tongue Instruction , 2024
Lisetten, 31(3), 11-12, 2022
I den här artikeln reder jag i vad ett pedagogiskt arbete med kritisk flerspråkig medvetenhet kan... more I den här artikeln reder jag i vad ett pedagogiskt arbete med kritisk flerspråkig medvetenhet kan innebära och diskuterar hur lärare i svenska som andraspråk (sva) kan tillämpa ett sådant arbete tillsammans med andra lärare och studiehandledare. Det gör jag utifrån ett pilotprojekt i en förberedelseklass med tio nyanlända elever från olika delar av världen (13–16 år gamla), två lärare i svenska som andraspråk, ytterligare en ämneslärare och sex studiehandledare.
![Research paper thumbnail of Skolämnet svenska som andraspråk i internationellt perspektiv [The school-subject Swedish as a second language in an international perspective]](https://attachments.academia-assets.com/87404611/thumbnails/1.jpg)
](Christina Hedman och Ulrika Magnusson, 2022
I denna översikt belyser vi skolämnet svenska som andraspråk (sva) med utgångspunkt i några inter... more I denna översikt belyser vi skolämnet svenska som andraspråk (sva) med utgångspunkt i några internationella utblickar. Inledningsvis tar vi avstamp i den svenska kontexten, med en historisk tillbakablick och genom att redogöra för och diskutera vad som utmärker den unika
ämneskonstruktionen med två parallella svenskämnen och vilka argument för designen som åberopats i forskning. Sva diskuteras också i relation till uppfattningar om likvärdighet, baserat i en artikel
av Hedman och Magnusson (2018). I denna inledning behandlas även OECD-rapporten Strength through diversity’s spotlight report for Sweden (Cerna et al., 2019) avseende det som där framkommer om skolämnet svenska som andraspråk.
Sprog og Integration. [Language and Integration. Special Issue on Mother Tongues]. 4, 25–27. , 2009
![Research paper thumbnail of Dyslexi och tvåspråkighet – ett forskningsområde i utveckling. [Dyslexia and Bilingualism – a Research Field in Progress]](https://attachments.academia-assets.com/36826827/thumbnails/1.jpg)
](Dyslexi – aktuellt om läs- och skrivsvårigheter. [Dyslexia – Current Issues]. 13, 1, 4–6. , 2008
Stockholm University Press, 2022
Publisher: Stockholm Förlag: Nationella nätverket för svenska med didaktisk inriktning. [Stockholm: The National Network on Swedish Didactics]
To be presented at ISB, Ireland (11th International Symposium on Bilingualism)
Snoder, S., Hedman, C., & Dewilde, J. Acta Didactica Norden, 2021
Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lära... more Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lärare i grundskolans tidiga år diskursivt positionerar sin egen flerspråkighet och i förhållande till undervisning, elever, kollegor och vårdnadshavare. Syftet är att bidra med ny kunskap om vilken betydelse lärares flerspråkighet kan ha i undervisningssammanhang i skolans tidiga år. Med en etnografisk ansats genomfördes deltagande observationer i två grundskolor med hög andel flerspråkiga elever (ålder 7-12 år) och lärare. Data består av transkriberade intervjusamtal med de fem flerspråkiga lärarna och fältanteckningar från deras undervisning. Resultaten visar hur lärarnas diskursiva positionering av sin flerspråkighet och av flerspråkig användning tog sig olika uttryck, som rättighet och resurs såväl som problem (Ruíz, 1984). Lärarnas flerspråkiga policy uppfattades ha särskilt stor betydelse i förhållande till vårdnadshavare även om det också fanns uttryck för ambivalens, t.ex. i positio...
In: Modersmål, minoriteter och mångfald: I förskola och skola / [ed] Boglárka Straszer & Åsa Wedin, Lund: Studentlitteratur AB, s. 171-198, 2020
I kapitlet belyser vi inledningsvis språklig variation och de ideologier om standardspråk och spr... more I kapitlet belyser vi inledningsvis språklig variation och de ideologier om standardspråk och språklig korrekthet som tenderar att dominera modersmålsundervisningen. Vi diskuterar därefter hur modersmålslärare kan arbeta med kritisk språkmedvetenhet på ett sätt som syftar till att eleverna breddar sin språkliga repertoar och når en förståelse för språkets sociala, politiska och ideologiska dimensioner.
Apples - Journal of Applied Language Studies, 13(4), 7–13, 2019
Reading the contributions to this special issue, it is striking how little research has hitherto ... more Reading the contributions to this special issue, it is striking how little research has hitherto been conducted on qur’anic schooling and Qur’an faith literacy practices in Scandinavia, despite it being well-known that the Qur’an schools constitute important religious and social meeting points for many Muslim faith members (e.g., Risenfors, Gurdal, & Sorbring, 2011). In all of the Scandinavian countries, numerous children and adolescents regularly attend qur’anic schooling from a very young age. As argued by Day and Rogaly (2014), shared Islamic faith literacy practices and participation in qur’anic schooling thus contribute to creating a sense of social belonging and coherence for many faith members. Despite this being the case, we still know very little about faith members’ lived experiences of qur’anic schooling. This lack of attention in the research seems to be a global rather than a local phenomenon. For example, Moore (2011) claims that qur’anic schooling is “[o]ne of the least-studied and most poorly understood educational institutions in today's world.” Consequently, all of the papers in this special issue make a valuable contribution in widening the research focus, and in counteracting the invisibilization of qur’anic schooling and faith literacy in the research.
Nordand - nordisk tidskrift för andraspråksforskning, 2018
Sammanfattning på svenska: Denna studie undersöker relationen mellan modersmålsundervisning, elev... more Sammanfattning på svenska:
Denna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit imodersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnenamodersmål, svenska somandraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden
är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden
och ämnets marginaliserade position i det svenska utbildningssystemet.
Language Policy, 2018
This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, ... more This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover, while the policies of both states devalue skills in mother tongues other than the legitimate language of each society , this position is more pronounced in the Danish context. The article explores the two state's position on MTI, as expressed in policy as well as in discourse produced in the political and academic field of each state. It subscribes to Pierre Bourdieu's framework, within which state policy is conceived as the product of historical struggle and cross-field effects. The analysis shows that the national differences in MTI exist because of the differing ways in which agents from the academic vis-à-vis the
In: En god fortsättning - nyanländas fortsatta väg i skola och samhälle / [ed] Otterup, Tore & Kä... more In: En god fortsättning - nyanländas fortsatta väg i skola och samhälle / [ed] Otterup, Tore & Kästen-Ebeling, Gilda, Lund: Studentlitteratur AB, 2018, 163-180 p.