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Källkvist, M., Sandlund, E., Sundqvist, P. & Gyllstad, H. (2024). Translanguaging in lower-secondary multilingual efl classrooms: Practices and beliefs among experienced teachers in sweden. The European Journal of Applied Linguistics and TEFL, 13(1), 23-44
Open this publication in new window or tab >>Translanguaging in lower-secondary multilingual efl classrooms: Practices and beliefs among experienced teachers in sweden
2024 (English)In: The European Journal of Applied Linguistics and TEFL, ISSN 2192-1032, Vol. 13, no 1, p. 23-44Article in journal (Refereed) Published
Abstract [en]

Globalisation and migration have brought greater diversity to English-as-a-foreign-language (EFL) classrooms. In their daily practice, language teachers gain first-hand experience and develop strategies for managing such diversity. The present study focuses on experienced EFL teachers, positioned as “knowledge generators” (Cummins, 2021, p. 313), aiming to map, document, and understand their language practices in multilingual classrooms from the perspectives of translanguaging pedagogy (García & Wei, 2014, p. 20) and teacher beliefs (Borg, 2006; Uljens, 1997). Drawing on classroom observation and semi-structured interview data from four secondary-school EFL teachers in Sweden, the study addressed three research questions concerning (1) the extent and purposes of the use of different named languages in the classroom, (2) teacher strategies for encouraging student use of English in class, and (3) the beliefs underpinning teachers’ observed language practices. Findings revealed that English was the default and desired classroom language for all four teachers. They also used Swedish to provide translation equivalents, translations of task instructions, to explain grammar, and to communicate with students individually. Regarding strategies to encourage students to speak English in class, teachers reported always speaking English in class themselves, carefully selecting engaging teaching materials, and sometimes topicalising student utterances in Swedish by encouraging the class to develop a translation into English jointly. Teachers’ beliefs underpinning these practices were (a) student comprehension is paramount, (b) the need to use any resource necessary for securing student comprehension, particularly students’ first languages (L1s), and (c) the importance of Swedish-English bilingualism in Swedish society. The article closes by suggesting implications for lower secondary school EFL language practices.

Place, publisher, year, edition, pages
LinguaBooks, 2024
Keywords
Classroom interaction, EFL, teacher beliefs, translanguaging
National Category
Languages and Literature
Research subject
English; English
Identifiers
urn:nbn:se:kau:diva-101211 (URN)2-s2.0-85197926275 (Scopus ID)
Available from: 2024-07-22 Created: 2024-07-22 Last updated: 2024-07-22Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2023). Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school. In: Gudrun Erickson , Camilla Bardel and David Little (Ed.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges (pp. 59-70). Mouton de Gruyter
Open this publication in new window or tab >>Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school
2023 (English)In: Collaborative Research in Language Education: Reciprocal Benefits and Challenges / [ed] Gudrun Erickson , Camilla Bardel and David Little, Mouton de Gruyter, 2023, p. 59-70Chapter in book (Other academic)
Abstract [en]

This chapter focuses on challenge and reciprocity in researcher-student collaborative labour (Zigo 2001) in a large multilingual secondary school in Sweden. The school was recruited for a larger longitudinal study of classroom language policy. For the purposes of the present chapter, we analysed ethnographic data to shed light on the well-known challenge of recruiting and retaining students to participate in longitudinal research, and on aspects of reciprocity, which was opera-tionalized as benefits that both parties, i.e. students and researchers, needed or desired (Trainor and Bouchard 2013). Results show that of the 43 students who were present in the classrooms studied, 35 (81%) provided written, informed consent to fill in a language-background questionnaire and participate in an interview. Fewer students with low grades consented to participate, but those who did provided data no less rich than that provided by students with top grades. As to reciprocal benefits, the researchers secured the research data needed, but also new knowledge about students’ heritage languages and the multilingual territories they had left prior to settling in Sweden. Another benefit relates to empowerment. The researchers were empowered by learning culturally appropriate terminology to use when communicating about multilingual and multi-ethnic territories; and interview data suggest that students were empowered when positioned as experts on their multilingual repertoires and the language ecology in their prior home territories. Finally, the chapter reveals that researchers’ stance of reciprocity evolved organically over time through their ethnographic engagement in the classrooms. 

Place, publisher, year, edition, pages
Mouton de Gruyter, 2023
Series
Trends in Applied Linguistics [TAL], ISSN 1868-6362 ; 20
National Category
Pedagogy General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-96334 (URN)10.1515/9783110787719-005 (DOI)2-s2.0-85166039342 (Scopus ID)
Available from: 2023-08-11 Created: 2023-08-11 Last updated: 2023-08-11Bibliographically approved
Byman Frisén, L., Sandlund, E. & Sundqvist, P. (2023). Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet. Utbildning och lärande, 17(2), 11-38
Open this publication in new window or tab >>Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet
2023 (Swedish)In: Utbildning och lärande, ISSN 1653-0594, Vol. 17, no 2, p. 11-38Article in journal (Refereed) Published
Abstract [en]

Swedish students’ oral proficiency in English as a foreign/second language (L2) is tested annually in a part of the English national test entitled Speaking (test construct: oral production and interaction), which students’ own teachers both administer and assess. Despite access to extensive assessment guidelines from the Swedish National Agency for Education, many teachers choose to construct their own scoring rubrics for assessment. In this study, we examine teachers’ professional knowledge about assessment of oral proficiency in L2 English, as it emerges from policy transformation in these teacher-generated rubrics. Data consists of 20 rubrics for assessment of Speaking in years 6 and 9. Rubrics were collected through professional networks and two English-teacher groups on Facebook. Qualitative content analysis was used to analyze teachers’ conceptualizations of the test construct, as well as similarities and differences between conceptualizations. Results showed consensus of what to assess, but not necessarily how, which was particularly salient for interaction. Analysis of policy transformation indicated that when teacher-generated scoring rubrics were used for assessment of Speaking, each criterion was considered separately, making them beneficial for formative feedback. The professional knowledge that emerged is therefore formed by teachers’ dual roles – as examiner and teacher – in the test situation.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2023
Keywords
oral proficiency, scoring rubrics, EFL, LAL, transformation
National Category
Didactics Pedagogy
Research subject
English
Identifiers
urn:nbn:se:kau:diva-97188 (URN)10.58714/ul.v17i2.15844 (DOI)
Available from: 2023-10-26 Created: 2023-10-26 Last updated: 2023-12-06Bibliographically approved
Gyllstad, H., Sundqvist, P., Sandlund, E. & Källkvist, M. (2022). Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms. Language learning, 73(2), 403-444
Open this publication in new window or tab >>Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms
2022 (English)In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 73, no 2, p. 403-444Article in journal (Refereed) Published
Abstract [en]

Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
word learning, word meaning, translation equivalents, multilingualism, intervention, EFL teaching
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92148 (URN)10.1111/lang.12527 (DOI)000864379300001 ()2-s2.0-85139492302 (Scopus ID)
Projects
MultiLingual Spaces
Funder
Swedish Research Council, 2016-03469
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2023-07-06Bibliographically approved
Byman Frisén, L., Sundqvist, P. & Sandlund, E. (2022). Hur stora skillnader är det i matriser för muntlig bedömning?. LMS : Lingua (3), 12-15
Open this publication in new window or tab >>Hur stora skillnader är det i matriser för muntlig bedömning?
2022 (Swedish)In: LMS : Lingua, ISSN 0023-6330, no 3, p. 12-15Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Språklärarnas Riksförbund, 2022
National Category
Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92142 (URN)
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2022-12-09Bibliographically approved
Källkvist, M., Sandlund, E., Sundqvist, P. & Gyllstad, H. (2022). Interaction in the multilingual classroom. In: Istvan Kecskes (Ed.), The Cambridge Handbook of Intercultural Pragmatics: (pp. 836-868). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Interaction in the multilingual classroom
2022 (English)In: The Cambridge Handbook of Intercultural Pragmatics / [ed] Istvan Kecskes, Cambridge: Cambridge University Press, 2022, p. 836-868Chapter in book (Refereed)
Abstract [en]

Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2022
Keywords
intercultural pragmatics, salience, common ground, conversation analysis, ethnography, interaction, multilingual, L2 English
National Category
Specific Languages General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92146 (URN)10.1017/9781108884303.033 (DOI)9781108884303 (ISBN)
Projects
MultiLingual Spaces - Language practices in English classrooms
Funder
Swedish Research Council, 2016-03469
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2022-11-24Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M. & Gyllstad, H. (Eds.). (2022). Language practices in English classrooms: From primary school to higher education (7(4), 291ed.). MDPI
Open this publication in new window or tab >>Language practices in English classrooms: From primary school to higher education
2022 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
MDPI, 2022 Edition: 7(4), 291
Series
Languages (Special Issue), ISSN 2226-471X
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92495 (URN)
Projects
MultiLingual Spaces [Swedish Research Council, Reg. no. 2016-03469]
Funder
Swedish Research Council, 2016-03469
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2022-12-15Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M. & Gyllstad, H. (2022). Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue. Languages, 7(4), 291-291
Open this publication in new window or tab >>Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue
2022 (English)In: Languages, E-ISSN 2226-471X, Vol. 7, no 4, p. 291-291Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
MDPI, 2022
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92494 (URN)10.3390/languages7040291 (DOI)000900919600001 ()2-s2.0-85144666477 (Scopus ID)
Projects
MultiLingual Spaces [Swedish Research Council, Reg. no. 2016-03469]
Funder
Swedish Research Council, 2016-03469
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2023-01-23Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2022). Språkpraktiker som didaktiskt kontrakt i skolämnet engelska. In: ndreas Nordin & Michael Uljens (Ed.), Didaktikens språk: om skolundervisningens mål, innehåll och form (pp. 103-120). Gleerups Utbildning AB
Open this publication in new window or tab >>Språkpraktiker som didaktiskt kontrakt i skolämnet engelska
2022 (Swedish)In: Didaktikens språk: om skolundervisningens mål, innehåll och form / [ed] ndreas Nordin & Michael Uljens, Gleerups Utbildning AB, 2022, p. 103-120Chapter in book (Refereed)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2022
Keywords
Undervisning, engelska, språkpraktiker, flerspråkiga elever
National Category
Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92147 (URN)9789151105482 (ISBN)
Projects
MultiLingual Spaces - Language practices in English classrooms
Funder
Swedish Research Council, 2016-03469
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2022-12-15Bibliographically approved
Sandlund, E. (2022). Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment. In: Anna Filipi; Binh Thanh Ta; Maryanne Theobald (Ed.), Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis (pp. 175-200). Singapore: Springer
Open this publication in new window or tab >>Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment
2022 (English)In: Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis / [ed] Anna Filipi; Binh Thanh Ta; Maryanne Theobald, Singapore: Springer, 2022, p. 175-200Chapter in book (Refereed)
Abstract [en]

Many tests of second language (L2) oral proficiency (OP) include speaking tasks designed to generate narrative talk. From an assessment perspective, frequent turn shifts and a displayed ability to understand and build upon prior talk are generally favored. As storytelling operates through a temporary suspension of ordinary mechanisms for turn-taking, tellings in tests may present challenges for test-takers as well as examiners. This study draws on a corpus of 71 recorded high-stakes tests of oral proficiency and interaction in English in Swedish compulsory school. Test-takers are Swedish 9th graders participating in the compulsory National Test of English, a paired or small group test using topic cards to prompt peer interaction. Drawing on a conversation analytic approach to test interaction and interactional competence (Young & He, 1998; Salaberry & Kunitz, 2019), the study centres on when and how participants recruit small stories for task accomplishment by inviting, resisting, or volunteering tellings. The analysis identifies when tellings are made relevant across task types, and how these local occasionings are oriented to by test-takers.  Findings point to the complexity of story-tellings in test contexts, as test-takers often do not treat narratives as relevant or appropriate contributions in the institutional frame of testing. 

Place, publisher, year, edition, pages
Singapore: Springer, 2022
Keywords
storytelling; conversation analysis; oral proficiency; language testing; L2 interactional competence
National Category
Languages and Literature
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92145 (URN)10.1007/978-981-16-9955-9_10 (DOI)978-981-16-9954-2 (ISBN)978-981-16-9957-3 (ISBN)978-981-16-9955-9 (ISBN)
Projects
ROSE Research on Subject-Specific EducationTesting Talk (Swedish Research Council Reg. no. 2012-4129)
Funder
Swedish Research Council, 2012-4129
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2023-01-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7286-1577

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