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  • 1.
    Skaremyr, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ett utmanande uppdrag:: Att revitalisera finska språket i förskolan2018Conference paper (Refereed)
  • 2.
    Skaremyr, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nyanlända barns deltagande i språkliga händelser i förskolan2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this study is to contribute with knowledge about newly arrived children’s participation in communicative events and the communicative tools that are being practiced by them. The study takes its starting point in a sociocultural perspective on learning and is informed by Vygotsky´s (1896-1934) thoughts on development, which is learning taking place in interaction between people in a sociocultural context.

    Through participant observation combined with use of interaction analysis, a number of children´s interactions were observed and analyzed. Two newly arrived children were observed during their daily child-to-child interactions during a period of five months. Ethical considerations according to the Swedish research council have been addressed and the study has been approved by the Swedish Central Ethical Review Board.

    The result shows how newly arrived children participate by combining different communicative tools as speech, bodily language and materials when they shadow, mix languages, invent languages, use their voice, meta-communicates and use surrounding structures in interaction. The result also shows how the newly arrived children’s practice of communicative tools change from a salient bodily form to a more verbal form in a period of five months. This change in their practice of communicative tools leads to changed participation in communicative events in Swedish preschools. The study contributes with knowledge about how newly arrived children use various ways of approaching a new language (Swedish) and a new cultural context but also children´s informal learning which take place in interaction.

  • 3.
    Skaremyr, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkliga gemenskaper och minoritetsspråkiga barn i svensk förskola2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to contribute with knowledge about how speech communities are formed and maintained in Swedish preschools when minority language children participate. The dissertation is based on two empirical studies that are linked together by an ethnographical communication model. Case study I explores how newly arrived children communicate when they are newcomers in a Swedish preschool context. The empirical material consists of video recordings from observations of newly arrived children´s interactions with peers in preschool. Case study II studies a Finnish language revitalization program in Swedish preschools for children of Finnish minority descent. The empirical material consists of field notes from observations of the language revitalization program, transcripts from interviews with preschool teachers and bilingual practitioners, as well as documents with relation to the revitalization program.

    The dissertation gives a wider perspective on how speech communities are formed and maintained in Swedish preschools when minority language children participate. The speech communities are formed and maintained through routine speech situations which are dictated by monolingual Swedish language norms for how to communicate. In specific speech events, however, participants perform multilingual speech acts. Multilingualism is not seen as an incorporated part of the preschool's speech community, because multilingualism requires language-proficient preschool teachers, a specific kind of organization as well as preschool teachers who actively promote the languages. The result also shows that minority language children’s possibilities to develop language depends on which language they speak in the preschools’ speech communities. Children’s right to an equivalent education in preschool is discussed. The dissertation shows how language support can be made possible by means of focused, attentive language collaboration.

  • 4.
    Skaremyr, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkrevitalisering i förskolan2018Conference paper (Other academic)
1 - 4 of 4
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