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I denna avslutande text sammanfattas tidigare artiklar. Artikeln fokuserar pa vikten av medveten reflektion kring undervisning. Denna reflektion behover inforliva skolans demokratiska uppdrag och k ...
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Begreppet transsprakande ar anvandbart for att analysera sprakande dar en mangfald av sprakliga resurser ingar. Transsprakande som pedagogik utmanar traditionella forhallningssatt och arbetssatt ti ...
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Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden
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This chapter discusses effects of monolingual educational policies in a multilingual setting, with the case of Karagwe in rural Tanzania as an example. The discussion is based on an ethnographic st ...
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Research Interests: Art and Political Science
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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... more
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 alloca...
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The most fundamental skill to be learnt in school is literacy. In my study I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research... more
The most fundamental skill to be learnt in school is literacy. In my study I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research framework, both to contest and to complement the more traditional psychological and cognitive approaches which have been prominent in educational contexts. Researchers such as Sylvia Scribner and Michael Cole (1981), Shirley Brice Heath (1983), Bambi Schieffelin and Elinor Ochs (1986), Caroline Liberg (1990), Birgitta Kullberg (1991), Ingvar Lundberg (1991), Don Kulick and Christopher Stroud (1993), Brian Street (1993, 1995) and David Barton (2001) have opposed the traditional views of literacy as an autonomous phenomenon consisting of a number of separate skills which may be studied separately, outside their contexts. Ethnographic methods provide the researcher with tools to create an understanding of how people perceive a phenomenon, such as literacy or e...
Abstract LITERACY AND POWER IN TANZANIA AND SWEDEN In my research I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research framework, both... more
Abstract LITERACY AND POWER IN TANZANIA AND SWEDEN In my research I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research framework, both to contest and to complement the more traditional psychological and cognitive approaches which have been prominent in educational contexts. In my research on literacy practices in homes, in primary school and in the community in Karagwe district in the north-west of Tanzania I have been able to show that different types of literacy practices relate differently to power. Through history authorities and traditional elites have used literacy to maintain and to reproduce their authority while, at the same time, some women and young people have been able to get access to power through literacy. This shows us that the relationship between literacy and power is complex. I argue that literacy has the potential to be a tool for democracy, but only if differen...
PANA V Evaluation of a Literacy Project SUMMARY AND CONCLUSIONS This evaluation set out to explore the impact of the literacy work carried out through PANA V. It focussed on clarifying effects such as empowerment and poverty reduction in... more
PANA V Evaluation of a Literacy Project SUMMARY AND CONCLUSIONS This evaluation set out to explore the impact of the literacy work carried out through PANA V. It focussed on clarifying effects such as empowerment and poverty reduction in relation to the civil society. Two specific objectives were to evaluate the methodological approach and the didactic materials and to evaluate the sustainability of the project. Although the focus of the evaluation has been PANA V, the project has been evaluated in its context, as one in a series of five projects located in Rwanda ten years after the war and genocide. The conclusion will consider future plans in this field. The evaluator has striven to create a holistic picture of the effects of the project, although the given time for the evaluation was short. Only three weeks were spent in the field study and only ten days in the actual field. Although there were some organisational and logistic problems, as is common when carrying out a study lik...
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I denna artikel argumenterar jag för att etnografisk lingvistik erbjuder ett perspektiv att studera undervisning i sitt sociala och kulturella sammanhang. Med exempel från min skolforskning i Karagwe, Tanzania, visar jag hur ett fenomen i... more
I denna artikel argumenterar jag för att etnografisk lingvistik erbjuder ett perspektiv att studera undervisning i sitt sociala och kulturella sammanhang. Med exempel från min skolforskning i Karagwe, Tanzania, visar jag hur ett fenomen i klassrumsinteraktionen har negativ effekt på elevernas inlärande genom att dölja deras verkliga kunskap, eller brist på kunskap, för både lärarna och dem själva. Samtidigt kan jag visa, tack vare det holistiska perspektivet, att detta interaktionsmönster utgör en positiv utvecklingspotential eftersom det också kan ha funktioner som är relevanta för skolan, som att hjälpa eleverna att fokusera på det läraren säger och att aktivera dem. Utifrån detta argumenterar jag för att västerländska forskare bör inta en ödmjuk inställning och ha en beredskap att se traditionella undervisningsmetoder som tillgångar och inte som problem. Det som ur västerländskt perspektiv kan förefalla ha negativ effekt på undervisningen, kan visa sig ha relevans i sitt sammanha...
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This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one... more
This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as c...
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This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life,... more
This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequ...
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This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with... more
This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on ph...
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This article focuses on the role of the Swedish as a second language (SSL) teacher in the Language Introduction Programme (LIP) in secondary schools in Sweden. Policy analysis is used, with policy comprising of three closely intertwined... more
This article focuses on the role of the Swedish as a second language (SSL) teacher in the Language Introduction Programme (LIP) in secondary schools in Sweden. Policy analysis is used, with policy comprising of three closely intertwined layers: declared, perceived and practised. The material used consists of official documents, interviews with teachers and principals, and classroom observations. What becomes apparent through these layers is that the SSL teacher’s role is both contradictory and ambiguous. On the one hand, these teachers are trained to teach and plan SSL to support L2 students’ learning throughout the school day and in different subjects. On the other, neither official documents nor the schools themselves provide SSL teachers space for such agency: the space in which they are given agency is restricted to their own subject. National educational policy to increase knowledge about the educational requirements of recently arrived students has not been followed by suffici...
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Här riktas intresset mot villkor för en likvärdig utbildning på Språkintroduktionsprogrammet, vilket undersöks med fokus på rektorers och lärares aktörskap, kompetens och yrkesroller. Studien bygger på en innehållsanalys av nationell... more
Här riktas intresset mot villkor för en likvärdig utbildning på Språkintroduktionsprogrammet, vilket undersöks med fokus på rektorers och lärares aktörskap, kompetens och yrkesroller. Studien bygger på en innehållsanalys av nationell utbildningspolicy samt rektor- och lärarutbildning. Genom en policyanalys med fokus på process genom styrdokumentens uttryckta innehåll i olika lager vad gäller kontinuitet, samstämmighet och motsägelsefullhet synliggörs ambivalens mellan olika texter. Motsägelser framträder mellan kompetenskrav på nationell nivå och den kompetens som rektors- och ämneslärarutbildningarna förväntas leda till, samt mellan å ena sidan det kvalitetsansvar som tillskrivs rektorer i nationella styrdokument med den specifika kompetens som där avkrävs för Språkintro, och å andra sidan det faktum att denna kompetens i princip enbart synliggörs i utbildning av lärare i svenska som andraspråk (sva). En diskontinuitet framträder mellan den nationella policynivån och rektors- och l...
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Research Interests: Engineering and Barn
Karnan i ett demokratiskt och kritiskt spraksarbete utifran utgangspunkterna i Critical Literacy (CL) ar undersokandet av olika slags texter. Genom den snabba utvecklingen av informationstekniker o ...
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In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania, the paper suggests that the policy of ‘S ...