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  • 1.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Artefakter i barns litteracitetspraktiker2013In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 9, no 1, p. 72-86Article in journal (Other academic)
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    Artefakter i barns litteracitetspraktiker
  • 2.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstads universitet.
    Hur går rektorer vidare i arbetet med nyanlända elever?2020In: Rektor i fokus: kunskap, värden och verktyg / [ed] Blossing, U., Lund: Studentlitteratur AB, 2020Chapter in book (Other academic)
  • 3.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Education, Department of Languages. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kronparkska: multietniskt ungdomsspråk i Karlstad2006In: Perspektiv på lärande i språk och litteratur: CSL 2006 / [ed] Granath, S., Miliander, J., Nilsson, N-E., Thoursie S., Karlstad: Karlstad University Press, 2006, p. 79-93Chapter in book (Other academic)
  • 4.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Med andra ord: Samspel och villkor för litteracitet bland nyanlända barn2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. These children are not only new arrivals to Sweden, they also have in common that Swedish is their second language and that their parents have had little or no formal education prior to arriving in Sweden. The study draws on sociocultural approaches to literacy, and more specifically the field of New Literacy Studies. In this study, reading and writing are viewed as social practices comprising different related sociocultural aspects such as norms, values, habits, traditions and ideologies, and the study concentrates on social and ideological perspectives on literacy. Bourdieu’s notions of habitus and symbolic capital have also been used for the analysis.

    The empirical material was collected through an ethnographic approach. Each child was followed for one year, particularly at school/preschool. The children’s homes were also visited, and their parents and teachers were interviewed. Observations involved different degrees of participation and were documented through field notes and photographs. The interviews were audio-recorded and transcribed. In addition, artefacts and school material from the field were collected or photographed. A qualitative content analysis of the collected data was performed.

    The analysis show that sociocultural incongruence, coupled with flawed communication between the schools and the homes, caused the children less continuity between school and home practices. Though, the results also show, that the children studied to a considerable extent adapted to the monolingual, homogenous norms when they participated in school practices. These children are therefore highly adaptable, while their teachers found it much harder to handle or even be aware of sociocultural incongruences.

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  • 5.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkligt heterogena skolor och förskolor2023In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström; Anette Forssten Seiser, Lund: Studentlitteratur AB, 2023, 2, p. 73-89Chapter in book (Other academic)
  • 6.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie K.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den tibetanska argumentationstekniken – en alternativ retorik2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.

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  • 7.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Lärarstudenters möte med uppfattningar om språklig mångfald under den verksamhetsförlagda utbildningen2021In: NOA. Norsk som andrespråk, ISSN 0801-3284, Vol. 2, no 22, p. 21-42Article in journal (Refereed)
  • 8.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Hjelde, Arnstein
    Högskolan i Östfold.
    Arntzen, Ragnar
    Högskolan i Östfold.
    Flerspråklig oppvekst i barnehage, förskole og skole2012Book (Other (popular science, discussion, etc.))
  • 9.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindholm, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Läsundervisning i en språkligt heterogen lågstadieklass2022In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, no 1, p. 51-67Article in journal (Refereed)
    Abstract [en]

    This article presents results from a case study that examines reading instruction practices in a linguistically heterogeneous class in year 3. In this school the proportion of newly arrived students has increased significantly in a short time and the article focuses on classroom observations and a teacher interview about the work with reading instruction in this particular class. The theoretical framework is based on Cummins’ The Literacy Engagement Framework and theories about teachers’ beliefs. The results show how in reading instruction students' understanding is supported through the teacher's work with extending the language and through support in students' meaning-making (scaffold meaning). The students' background knowledge is activated when connections between text content and the students' everyday life are made, but multilingual identities are seldom affirmed or made visible. The focus of reading instruction is primarily to support linguistic preunderstanding and correctness. Reading homework is an important part of reading instruction and is practiced in cooperation with multilingual parents in a language they often do not know. Strongly present are the teacher’s beliefs about students' linguistic repertoires as a resource primarily for learning Swedish, as well as beliefs about a separation between the languages of multilingual individuals. 

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  • 10.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Languages and identity constructions in multilingual students’ digital literacy practices2022In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate multilingual students’ identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show that the students use their multilingual repertoires in a variety of digital contexts for entertainment, learning, and socialising purposes. From the positioning analysis, three recurring themes emerged: positionings in relation to i. their heritage, ii. notions of ‘Swedishness”, and iii. transcultural identities. However, there is a range of variations in students’ approaches to their linguistic repertoires, which is further discussed in terms of identity constructions, as well as what teachers in monolingual schools settings can learn from the students’ everyday digital literacy practices and identity processes.

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  • 11.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sahrif, Hassan
    Uppsala universitet.
    Svenska som mål och hinder: enspråkiga normer i flerspråkiga undervisningspraktiker2021In: Yrkesdidaktiska dilemman / [ed] Kontio, J & Lundmark, S., Stockholm: Natur och kultur, 2021Chapter in book (Other academic)
  • 12.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Flerspråkiga elevers tankar om läxor2018Conference paper (Refereed)
    Abstract [sv]

    För de flesta elever är läxor en väsentlig del av vardagen och skolarbetet. Det är också genom läxor som skoluppgifter förflyttas till hemmiljön. Skolforskningen har uppmärksammat hur läxläsning ofta förutsätter att eleverna får hjälp av någon hemma och att därför olika hemförhållanden riskerar likvärdigheten i undervisningen (Cooper, 2001). Få studier har dock intresserat sig för hur det går till när flerspråkiga elever gör läxor samt hur och om de använder sina och familjens samlade språkresurser (Duek, 2017; Ljung Egeland, 2015; Alvarez, 2014).

    I ett pågående forskningsprojekt har vi därför med teoretisk utgångspunkt i dels translanguaging (García & Wei, 2014), dels learner beliefs (Kalaja, Barcelos, Aro & Ruohotie-Lyhty, 2015) riktat fokus mot dessa frågor. Genom intervjusamtal syftar projektet till att öka kunskapen om flerspråkiga elevers villkor för läxläsning och samspelet mellan hem och skola. Deltagare i studien är 25 elever, som är mellan 6 och 13 år gamla och som alla har utländsk bakgrund. Några är födda och uppvuxna i Sverige och några är nyanlända. Materialet har konstruerats inom ramen för tre olika forskningsprojekt med narrativ respektive etnografisk ansats. Materialet har analyserats genom tematisk analys. Resultatet visar att elevgruppen ofta lägger ner mycket tid på skolarbete hemma, men också att de har särskilda utmaningar med läxor som grundar sig i hur läxorna är konstruerade och hur de följs upp. Detta får konsekvenser för elevernas föreställningar om sig själva som elever och om flerspråkighet som resurs.

  • 13.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Homework challenges for children with immigrant backgrounds: From a literacy- and translanguaging perspective2017In: Learning and education: material conditions and consequences, 2017Conference paper (Refereed)
    Abstract [en]

    Research topic/Aim:

    This paper targets at particular homework challenges for children with immigrant backgrounds going to schools where a minority of students are multilingual. The research topic deals with young children living in Sweden and their experiences of doing homework; experiences that hold different social and cultural information. 

    In an international context, a significant body of research has addressed factors associated with homework completion, but previous studies have seldom focused on children with immigrant backgrounds.

    The wider discourse on homework suggests its importance for achievement in school and that good parents help their children with their homework. The primary research objective addressed in this study was to understand what conditions and means of action are reflected in relation to homework activities among young children with immigrant backgrounds.

    Theoretical frameworks:

    Drawing on the concept of translanguaging (García and Wei, 2014), the study examines how children make use of all they know about languages in homework activities and in literacy achievement. Canagarajah (2013) argues that it is important for teachers to help their students to negotiate their understanding by encourage them to use all languages they know. In the work of Jim Cummins (2007; 2015), he suggests that if multilingual children get the opportunity to use all their languages to engage in literacy activities, this is linked to higher achievement in reading comprehension. This study examines how children’s languages are incorporated in homework activities.

    Methodology/research design:

    Based on data originally collected for two dissertation studies on young children with immigrant backgrounds in Swedish schools, the two datasets were here reanalyzed with a specific focus on homework activities linked to teachers’ observable work in the classrooms and as reported in interviews with children.

    Findings:

    The project brings new perspectives on experiences of homework activities from the view of young children with immigrant backgrounds living in non-urban communities in Sweden. The results show that they often feel demanded to do a large amount of homework to keep up with the expectations of their teachers and parents and that homework activities often involve all languages they know. The study discusses children’s experiences of homework in terms of a Swedishness project, a family project and a school project: three interwoven and sometimes separate identity projects.

    Relevance for Nordic Educational Research:

    This study extends literature on children with immigrant backgrounds by exploring homework activities from their own perspective and by challenging a traditional monocultural and monolingual view on homework completion in school. 

  • 14.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Multilingual Children's Beliefs about Homework: Perspective2018Conference paper (Refereed)
    Abstract [en]

    This paper targets the role of homework for multilingual pupils. The research topic deals with young children living in Sweden and their experiences and beliefs of homework.

    The wider discourse on homework points out the homework's importance for school achievement and the requirements for parents to support their children with their homework. However, previous studies have scarcely focused on multilingual children. The primary research objective addressed in this study is to understand what conditions and means of action are reflected in relation to homework activities among young children with immigrant backgrounds.

    Drawing on the concept of translanguaging (García and Wei, 2014), the study examines how children make use of all their language resources in homework activities and in literacy development. The work of Cummins (2007; 2015), suggests that if multilingual children get the opportunity to use all their languages to engage in literacy activities, this is linked to higher achievement in reading comprehension.

    Based on interview data originally collected for two dissertation studies, the two datasets were here reanalyzed with a specific focus on homework activities. The project brings new perspectives on experiences and beliefs of homework from the view of young multilingual children. The preliminary results show that the children put much effort and time on homework activities and that they often use all their languages, but despite this, they do not live up to the expectations of their teachers.

  • 15.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstads universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Uppfattningar om läxor och elever med migrationsbakgrund2018In: Litterasitet og flerspråklighet: – muligheter og utfordringer for barnehage, skole og laererutdanning / [ed] Danbolt Vesteraas, Anne Marit, Tomter Alstad, Gunhild & Tveit Randen, Gunhild, Bergen: Fagbokforlaget, 2018, 1, p. 57-74Chapter in book (Refereed)
  • 16.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Bergh, Daniel
    University of Gothenburg, Sweden.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Jakobsson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Haraldsson, Kerstin M. (Photographer)
    Karlstad University.
    Rektorers uppfattningar om undervisningens villkor och en skola på vetenskaplig grund: En uppföljande enkätstudie till undersökningen Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2022Report (Refereed)
    Abstract [sv]

    Föreliggande rapport redovisar resultat från en enkätstudie som riktades till rektorer på grundskola och gymnasium. Undersökningen genomfördes under hösten 2019 inom ramen för ULF (Utbildning, Lärande, Forskning), som är en nationell försöksverksamhet. Målet med försöksverksamheten är att utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning.

    Enkätstudien syftar till att undersöka om kollegial samverkan runt planering och efterarbete kan utgöra en grund för skolutveckling och forskningssamverkan mellan skola och akademi. Enkäten efterfrågade även hur rektorer ser på forskningens roll i skolan. I rapporten sätts resultat från rektorsenkäten även i relation till en lärarenkät genomförd 2018 (Nordgren et al., 2019).

    Våra studier visar att kollegial samplanering runt undervisning skulle kunna vara central för en samverkan om forskning och utveckling. Resultaten påvisar emellertid stora skillnader mellan hur rektorer och lärare uppfattar villkoren för, och organisationen av utvecklingsarbetet runt undervisning.  Ett annat centralt resultat är att rektorer och lärare visar sig intresserade av forskning och samverkan mellan skola och akademi, men båda grupperna ger uttryck för att deras villkor att systematiskt utveckla sin verksamhet är begränsade.

    Denna rapport ger ett omfattande och rikt underlag för lärare, rektorer, forskare och skolpolitiker att reflektera över vilka strategier som kan vara långsiktiga och hållbara för att understödja en skola på vetenskaplig grund.

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  • 17.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hedman, Christina
    Stockholm University.
    Paulsrud, BethAnne
    Stockholm University.
    Reath Warren, Anne
    Stockholm University.
    Ringblom, Natalia
    Stockholm University.
    Satsa på flerspråkighet och undervisning i modersmålet2018In: Lärarnas tidning, ISSN 1101-2633Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Uddling, Jenny
    et al.
    Högskolan i Borås.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindholm, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Legitimeringsdiskurser om organisationen av nyanländas svenskundervisning2023In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 18, no 3, p. 173-189Article in journal (Refereed)
    Abstract [sv]

    Det saknas forskning och nationell reglering om hur nybörjarsvenska ska bedrivas i svensk grundskola. Kursplanen i skolämnet svenska som andraspråk (sva) som finns idag riktas alltså inte mot grundläggande sva. I den här artikeln undersöks hur lärare i svenska som andraspråk legitimerar/delegitimerar sin skolas organisering av grundläggande sva. Studiens data består av tio transkriberade intervjuer som har analyserats med hjälp av van Leeuwens (2008) legitimeringsbegrepp. Resultaten bekräftar att organiseringen av grundläggande sva är decentraliserad. Lärarna legitimerar sin skolas organisation (eller brist på organisation) genom moralisk värdering med hänvisning till elevernas behov. Eftersom lärarna uttrycker sig som experter på vad nyanlända behöver, och hur deras behov kan tillgodoses, klassificeras denna legitimering också som personlig auktorisation. De lärare som arbetar i skolor som har en organiserad undervisning i grundläggande sva uttrycker i högre grad att nyanlända behöver systematiskt stöd i sin grundläggande andraspråksutveckling (diskursen separering med fokus på grundläggande andraspråksutveckling). De lärare som arbetar på skolor som saknar en organiserad undervisning i grundläggande sva framhåller istället att nyanlända elever generellt gynnas av att inkluderas i ordinarie sva/sve-undervisning men att lärarna kan behöva göra vissa anpassningar (diskursen inkludering med vissa anpassningar). Resultatet visar också att grundläggande sva legitimeras/delegitimeras genom rationalisering och företrädesvis uttrycks av de lärare som saknar en organiserad undervisning i grundläggande sva. Lärarna hänvisar i de fallen till bristande resurser (den ekonomiska diskursen). Överlag framkommer att de intervjuade sva-lärarna ser sig själva som centrala aktörer som tar ansvar för organiseringen av nyanländas utbildning.

  • 19.
    Vuorenpää, Sari
    et al.
    Uppsala universitet .
    Duek, Susanne
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Zetterholm, Elisabeth
    Lindköpings universitet .
    Kartläggning av en nyanländ elevs litteracitet i Sverige2019In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 5, no 3, p. 49-49Article in journal (Refereed)
    Abstract [en]

    Mapping of a newly arrived pupil’s literacy in Sweden 

    The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.  

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  • 20.
    Wikström, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Smartphones in the Swedish upper-secondary classroom: A policy enactment perspective2024In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 49, no 2, p. 230-243Article in journal (Refereed)
    Abstract [en]

    This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – head teachers, teachers, and students – balance competing agendas such as digitalization strategies, popular media narratives, and student autonomy and peer relationship maintenance. There is a tension between orientations to the smartphone as a legitimate resource for socialization and learning in the digitalized classroom, but also as an exception to desired digitalization – a potential threat to the social and disciplinary order of the classroom. Notably, the students display considerable awareness of such tensions, in reflective comments made in interviews and in displayed strategies for managing their smartphones in class.

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