Change search
Refine search result
1 - 39 of 39
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Asplund, Stig-Börje
    et al.
    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 Language, Literature and Intercultural Studies (from 2013).
    Då och nu – arbetarmän på landsbygden och deras läsarhistorier2018Conference paper (Refereed)
    Abstract [sv]

    Den här studien ansluter till ett tidigare projekt där vi genomfört livsberättelseintervjuer med unga arbetarmän som bor på landsbygden, vilkas berättade erfarenheter av läsning legat till grund för framskrivandet av dessa mäns  läsarhistorier. Resultatet av detta projekt har bl.a. publicerats i en artikel i Gender & Education (Asplund & Pérez Prieto, 2017) i vilken vi visar på möjligheterna, och behovet av att studera arbetarmäns relation till, och erfarenheter av läsning utifrån en livsberättelseansats med en vidgad syn på text och läsning (se också Asplund, 2016; Asplund & Pérez Prieto, 2014, 2016). Bland annat visar vi hur de unga männens läsarhistorier har tagit form i relation till den i samhället dominerande diskursen om läsning genom vilken de unga männen i flera avseenden förminskar sig själva som läsare, men också att läsarhistorierna har formats av, och format de specifika sociala och kulturella kontexter och diskurser vilka de unga männen lever i och är en del av.

       Med erfarenheterna från det tidigare projektet genomförs i den här studien livsberättelseintervjuer med vuxna män med arbetarklassbakgrund, uppvuxna under olika årtionden i en glesbygdskommun i Sverige. Gemensamt för de intervjuade är att de ska ha studerat på ett traditionellt mansdominerat yrkesprogram (eller motsvarande) på gymnasiet eller yrkesskola. Motivet till detta är att vi vill ta del av berättelser och perspektiv från en f.d. elevgrupp där andelen elever med arbetarklassbakgrund är hög, och där genomströmningen till vidare studier i jämförelse med elever från teoretiska gymnasieprogram, är markant lägre. Syftet är att studera vilken betydelse läsning och texter har, har haft, och ges i dessa mäns liv, och hur de individuella läsarhistorierna samverkar med det omgivande samhällets utveckling (i termer av exempelvis ekonomiska, sociala, kulturella och teknologiska förändringar). I denna presentation kommer vi att presentera några 60-åriga mäns läsarhistorier.

  • 2.
    Asplund, Stig-Börje
    et al.
    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).
    Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities2023Conference paper (Refereed)
    Abstract [en]

    This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. 

    Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education. 

  • 3.
    Asplund, Stig-Börje
    et al.
    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).
    Male vocational students’ reader identities. A gateway to school’s work on promoting reading2023Conference paper (Refereed)
  • 4.
    Asplund, Stig-Börje
    et al.
    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 Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Maskulina läspraktiker genom tid och rum: Platsens betydelse för arbetarmäns relation till läsning2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 4, p. 33-59Article in journal (Refereed)
    Abstract [en]

    The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.

  • 5.
    Asplund, Stig-Börje
    et al.
    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).
    När skogsmän läser. Situerade läspraktiker i rörelse2021Conference paper (Refereed)
    Abstract [sv]

    Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning. I olika rapporter lyfts därför gruppen också återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De mer informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning.

    Vi kommer att presentera några arbetarmän i den svenska skogsbygden och deras situerade läspraktiker. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) visar vi hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk. I ljuset av våra resultat kommer vi att diskutera betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig läsundervisning som både utmanar och inkluderar.

  • 6.
    Asplund, Stig-Börje
    et al.
    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 Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sharing is caring: young people’s narratives about BookTok and volitional reading2024In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581Article in journal (Refereed)
    Abstract [en]

    This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.

    Download full text (pdf)
    fulltext
  • 7.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (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).
    Children’s sport capital: Gender, cultural diversity and creation of norms in Swedish Sport for all programmes in school2019Conference paper (Refereed)
  • 8.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (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 Language, Literature and Intercultural Studies (from 2013).
    Outdoor excursions in Swedish school-age educare centres2024In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article in journal (Refereed)
    Abstract [en]

    Societal changes during the last few decades have given rise to the expansion of extended systems in nations across the world. Despite differences regarding age groups and relations to compulsory school, the task of extended education is primarily to provide participants with possibilities to learn general or specific content and foster their' socioemotional and academic development and learning. In Sweden, the great majority of the younger pupils attend extended education in terms of the school-age educare centres (SAEC), where they meet teaching connected to four different central content defined in the curricula, of which one relates to games, physical activities and outdoor excursions. This study aims to explore and understand how outdoor excursions in school-age educare can be understood in terms of human practising. Based on observations and the philosophy of human practising four themes are discussed: meaningful challenges, content to learn, standards of excellence and time.

    Download full text (pdf)
    fulltext
  • 9.
    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)
  • 10.
    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. 

    Download full text (pdf)
    fulltext
  • 11.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Carlman, Peter
    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 Language, Literature and Intercultural Studies (from 2013).
    Dilemmatic spaces in the narratives of school-age educare teachers2022Conference paper (Refereed)
    Abstract [en]

    Drawing from data conducted through an action research project, the presentation will focus on the potential dilemmas school-age teachers face. The three dilemmatic spaces identified demonstrate positions and negotiations in relation to students, educators, and the school settings they inhabit. 

  • 12.
    Iversen Kulbrandstad, Lise
    et al.
    Högskolan i Innlandet, NOR.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nordanger, Marthe
    Högskolan i Innlandet, NOR.
    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).
    Forskning på andrespråkslæreres oppfatninger2020In: NOA. Norsk som andrespråk, ISSN 0801-3284, Vol. 36, no 2, p. 5-20Article in journal (Refereed)
  • 13.
    Karlsson, Marie
    et al.
    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 Language, Literature and Intercultural Studies (from 2013).
    På resande fot med rävar och hundar: livsberättelser, uppväxtvillkor och identitet2018In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Marie Tanner & Christina Olin-Scheller, Karlstad: Karlstad University Press, 2018, p. 87-97Chapter in book (Refereed)
  • 14.
    Kulbrandstad, Lise Iversen
    et al.
    Högskolen i Innlandet, Norge.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Kraftfull kunnskap om språk og migrasjon i mellomtrinnets lærebøker i norsk- og svenskfaget2018Conference paper (Refereed)
    Abstract [no]

    En overordnet problemstilling for denne studien er hvordan kunnskap bygd opp gjennom vitenskapsfagene norsk-/svensk som andrespråk behandles som del av grunnskolens norsk- /svenskfag. Med samfunnets økte språklige mangfold kan ikke skolefagene lenger betraktes bare som førstespråksfag. En monolingval skolefagtradisjon utfordres tematisk av blant annet kunnskap om flerspråklighet og det å lære et andrespråk. Studien er del av forskningsprosjektet Research on Subject-specific Education (ROSE) der Young og Muellers (2013) begrep ‘powerful knowledge’ er et felles utgangspunkt. Begrepet er brukt både i analyser av forholdet mellom vitenskapens spesialiserte kunnskap og skolefagene og i utforskning av den mulige intellektuelle kraften som kunnskap kan gi elever. Maude (2016) utdyper den siste forståelsen med å beskrive ulike kunnskapsformer, blant annet at elever må få møte kunnskap som gjør dem i stand til å oppdage nye måter å tenke omkring fenomen på, og kunnskap som gjør dem i stand til å overskride grensen for personlige opplevelser. I et slikt lys blir innsikt fra andrespråksforskning viktig kunnskap for alle elever blant annet fordi den gjennom tverrspråklige perspektiv kan bidra til nye måter å forstå språklige fenomen og eget språk på. Et første steg har vært å identifisere kraftfull kunnskap om temaet språk og migrasjon fra vitenskapsfagene. Tre kunnskapsområder ble identifisert: norsk-/svensk i tverrspråklig belysning, flerspråklighet og andrespråksinnlæring. Det neste steget har vært en begrepsorientert innholdsanalyse av læreplaner og lærebøker for mellomtrinnet. Et hovedfunn er at de tre temaene i liten grad gjenfinnes som kunnskapsområder i lærebøkene. Andrespråksinnlæring er lite synlig. Flerspråklighet omtales oftere, men er likevel ikke viet stor plass. Språksammenlikninger er det mest frekvente temaet, men knyttes i de norske bøkene oftest til dialektvariasjon og bokmål-nynorsk, o,g både i de norske og svenske bøkene, også til de nordiske språkene. Selv om endringer i migrasjonsstrømmer og læreplaner har ført til endringer også i lærebøkene, stemmer resultatene overens med hovedfunnene i L.A. Kulbrandstads (2001) undersøkelse av lærebøker i ungdomstrinnets norskfag etter L97.

  • 15. Kulbrandstad, Lise Iversen
    et al.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Kraftfull kunnskap: Tematisering av språk og migrasjon på mellomtrinnets norsk- og svenskfag2018Conference paper (Refereed)
    Abstract [no]

    De siste tiårene har økt det språklige og kulturelle elevmangfoldet i skandinaviske klasserom. I Sverige kan elever følge andrespråksopplæring som en parallell til svenskfaget gjennom hele skoleløpet, mens grunnleggende språkopplæring bare gis i en overgangsperiode i Norge. I begge land øker imidlertid andelen elever med migrasjonsbakgrunn som følger undervisningen i norsk- og svenskfaget. Skolefagene kan ikke lenger betraktes bare som førstespråksfag, men må tilpasse opplæringen til elever med ulik språkbakgrunn. En monolingval fagtradisjon utfordres også tematisk. I formålsbeskrivelsen til norskfaget inkluderes for eksempel samisk og andre språk enn norsk så vel som muntlig og skriftlig språkvariasjon i norsk i begrepet språklig mangfold, og det heter at mangfoldet «er en ressurs for utviklingen av barn og unges språkkompetanse» og at elevene skal få «et bevisst forhold» til det (LK06/13).

    Kunnskap om språkmangfold som følge av migrasjon er utviklet i vitenskapsfagene svensk og norsk som andrespråk, som har vokst fram fra slutten av 1970-tallet. I dette innlegget er vi opptatt av vitenskapsfagene som én av kildene til utvikling av skolefagene, nærmere bestemt utforsker vi på hvilke måter innsikt fra andrespråksforskning har tilflytt skolefagene svensk og norsk. Vi avgrenser oss til mellomtrinnet og til mulig innflytelse i lærebøker.  

    Vi tar utgangspunkt i Youngs begrep ‘powerful knowledge’ (Young & Muller, 2013), som har blitt brukt både i analyser av forholdet mellom vitenskapens spesialiserte kunnskap og skolefagene, og i utforskning av den mulige intellektuelle kraften som kunnskap kan gi elever. Maude (2016, s.75) er særlig opptatt av den siste forståelsen og analyserer begrepet fra ulike dimensjoner, blant annet som kunnskap om verden som kan ta elevene «beyond the limits of their own experience». Et første steg i vår analyse har vært å identifisere kraftfull kunnskap om temaet språk og migrasjon fra vitenskapsfagene. Vi har gjort det gjennom en innholdsanalyse av studieplanene i andrespråksfagene ved fire universitet (Oslo, Bergen, Stockholm og Göteborg). Analysen viste tre felles temaer: norsk-/svensk i tverrspråklig belysning, flerspråklighet og andrespråksinnlæring. Dette er tema som kan gi innsikt om språklig mangfold og har et potensial til å utvide alle elevers erfaringer med og forståelse av språk. Vi vil derfor her betrakte dem som eksempler på kraftfull kunnskap.

    Det neste steget har vært en begrepsorientert innholdsanalyse av læreplanene og lærebøker. Bare lærebokanalysen legges fram her. Et hovedfunn er at temaene i liten grad gjenfinnes i lærebøkene. For eksempel har temaet flerspråklighet liten plass. I de norske lærebøkene er språksammenlikninger vanlig, men oftest i forhold til dialektvariasjon og nabospråk. Dette stemmer overens med resultatene i Kulbrandstads (2001) undersøkelse av lærebøker i ungdomstrinnets norskfag.  

  • 16.
    Ljung Egeland, Birgitta
    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.
    Att göra föräldraskap effektivt – ett politiskt försök att kolonisera barndom.2009In: Det politiska barnet: Bidrag till utforskandet av barn och barndom som politiska kategorier. / [ed] Tomas Saar, Solveig Hägglund & Annica Löfdahl, Karlstad: Karlstads universitet, 2009, p. 49-55Chapter in book (Other academic)
    Download full text (pdf)
    fulltext
  • 17.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Berättande och berättelser om flerspråkighet2018In: Transspråkande i svenska utbildningssammanhang / [ed] Å. Wedin, J. Rosén, B. Stratzer & B. Paulsrud, Lund: Studentlitteratur AB, 2018, p. 131-148Chapter in book (Other academic)
  • 18.
    Ljung Egeland, Birgitta
    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).
    Berättelser om språk och tillhörighet : om barn med migrationsbakgrund på en mindre ort2017Conference paper (Refereed)
    Abstract [sv]

    Denna presentation syftar till att visa delar av resultatet från en studie, som handlar om barn med migrationsbakgrund på två mindre orter i Sverige och deras berättade erfarenheter av språk och tillhörighet. Studien baseras på livsberättelseintervjuer med tretton barn och de intervjuades vid tre tillfällen. Några av barnen (9-13 år gamla) var nyanlända och några var födda i Sverige. Presentationen tar utgångspunkt i följande frågor: Vad i barnens berättelser om sin vardag i och utanför skolan får betydelse för språk och tillhörighet? Vilka villkor och handlingsmöjligheter framträder? Teoretiskt och metodologiskt, vilka möjligheter erbjuder barns livsberättelser som forskningsansats?

    Studien tar utgångspunkt i en narrativ forskningsansats och ett perspektiv på berättande och berättelser med teoretisk grund i narrativ psykologi (Bamberg, 2010). Utgångspunkt tas i känsla av tillhörighet som något dynamiskt och föränderligt och där språk är en viktig dimension. I studien inbegriper känsla av tillhörighet också känsla för plats, vilket blir ett sätt att ytterligare förstå olika kvaliteter i barnens lokala och transnationella relationer (Antonsich, 2010). En viktig utgångspunkt är vidare den forskning om barn i skolan, som visar ett starkt samband mellan språk, tillhörighet och identitet och betydelsen av att få använda alla sina språkliga resurser och känna delaktighet i det samhälle där man lever (Cummins och Early, 2011).

    En stor del av materialet innehåller berättelser om språkets betydelse i och utanför skolan. Resultatet visar hur erfarenheter av språk och tillhörighet formas i samspelet mellan migrationens villkor och villkor på den mindre orten. I presentationen diskuteras hur barnens erfarenheter är relaterade till tre tydliga projekt: svenskhetsprojektet, familjeprojektet och skolprojektet. Dessa projekt vävs samman i barnens berättelser och är ofta varandras förutsättningar, men det finns också motsägelser och det är inte nödvändigtvis parallella projekt.

  • 19.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Berättelser om tillhörighet: om barn med migrationsbakgrund på en mindre ort2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis centres on children of immigrant background, who live and go to school in a non-urban community. The emphasis is on their narrated experience of a sense of belonging in and out of school. The study is based on interviews with 13 children at two different schools in two small-sized municipalities, and aimed at identifying the factors in their narratives that impact on their sense of belonging as well as the related conditions and means of action. The interviews were conversational and most of the children were interviewed on three occasions.

     

    Each result chapter analyses a specific dilemmatic space related to a sense of belonging, such as peer relationships, trips to the “home country”, and managing in school. In particular, the emotions related to the children’s narrative positionings are analysed as well as the narrative resources employed in their narration.

     

    The results show that their sense of belonging is produced in the interplay between the conditions of immigration and the socio-cultural conditions in the small-sized community. The children describe extensive relational and emotional work to enter into comradeship. Dimensions of being like and unlike gain importance and involve clothing, height and colour of skin. Several of the children describe how they cope with ‘racifying’ and other excluding processes of ‘othering’ on a daily basis. Trips to the home country emerge as central events in their lives and it is clear that a sense of belonging is connected to place attachment and anchored in embodied sensory emotions. Managing school is important to all the children but is attributed different meanings in the pursuit of the long-term goal of employment.

     

    In conclusion, the children’s experiences are discussed in terms of two interwoven and sometimes separate projects emerging in the children's narratives: the Swedishness project and the family project.

     

    Download full text (pdf)
    fulltext
    Download (jpg)
    presentationsbild
  • 20.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Children with immigrant backgrounds in rural Sweden.: From a school-and life history perspective.2010In: :  , 2010Conference paper (Refereed)
    Abstract [en]

    CHILDREN WITH IMMIGRANT BACKGROUNDS IN RURAL SWEDEN

    FROM A SCHOOL - AND LIFE HISTORY PERSPECTIVE

     

    Birgitta Ljung Egeland

    PH D student, Karlstad University, Sweden

     

    Research topic, theoretical framework

    This presentation aims at exploring some possible directions in a newly established PhD-project. The research topic deals with young children with  immigrant backgrounds living in rural Sweden and their experiences of migration and of school and home; experiences that hold different social and cultural information.  In a Swedish context, previous studies on the experiences of children with immigrant backgrounds have mainly focused on adolescents living in segregated urban multicultural areas, often going to schools with high proportions of immigrants.

    When we discuss different childhoods and different living conditions it is interesting to also include place and geographical belonging. Children in rural environments not only need to relate to each other, but also to their urban correspondents; children in the cities. Is urban childhood the norm in public discourse and how are children in rural settings a part of this discourse? Can we, in terms of master and counter narratives, talk about such a master narrative describing children with immigrant backgrounds living in Swedish suburbs?  

    The overall aim of this project is to understand how children with immigrant backgrounds experience living, playing and learning in a rural setting in Sweden, that is to understand the dynamics of their everyday lives and their negotiating of multiple social identities.  What possibilities can children in rural settings tell us about and what do they not tell us about that we might expect?

    Drawing on the perspective of children’s geographies and narrative inquiry theory and methods, the importance of situated knowledge for understanding children’s narratives is argued.

     

    Methodology/research design

    A study is planned involving eight children with immigrant backgrounds living in rural Sweden who will be asked to talk about themselves and their lives at home and in school.  The empirical material is collected by interviews and the result will be presented as stories told by the children and the analytic approach is inspired by narrative analysis.

     

    Expected findings

    The project intend to bring new perspectives on experiences of place, school and home concerning children with immigrant backgrounds living in rural Sweden. The results are supposed to be of relevance for the understanding of children’s identity work and social geographies in rural schools and neighbourhoods.

  • 21. Ljung Egeland, Birgitta
    Elevers uppfattningar om flerspråkighet i engelskundervisning.2018Conference paper (Refereed)
    Abstract [sv]

    Presentationen tar utgångspunkt i resultat från ett ettårigt postdok-projekt kopplat till ”MultiLingual spaces: Language practices in English classrooms” (MLS). MLS fokuserar lärande och kommunikation inom engelskundervisningen i klassrum som präglas av språklig och kulturell mångfald och mer specifikt syftar studien till att undersöka hur lärare och elever på ett strategiskt sätt bäst kan använda sina språkliga repertoarer under engelsklektioner. Projektet genomförs på fyra högstadieskolor och i den första fasen undersöks bland annat elevers uppfattningar om användning av olika språk för att underlätta lärande av engelska, men också bakomliggande mekanismer såsom ideologier om språk. Det aktuella postdok-projektet är kopplat till denna del av studien och intervjuer med cirka 30 elever i årskurs 8 har genomförts. 

     

    Bakgrunden till MLS-projektet är den ökande språkliga och kulturella mångfalden i Sveriges skolor och avsaknad av forskning i engelskklassrum som präglas av denna mångfald. Inom lärarprofessionen, dvs. bland lärare, lärarutbildare, och i handböcker, finns det en icke-forskningsbaserad uppfattning som går ut på att andra språk än engelska bör undvikas i undervisningen (Källkvist, Gyllstad, Sandlund & Sundqvist, 2017). Forskningsprojekt tar teoretisk utgångspunkt i dels translanguaging (García & Li Wei, 2014), dels learner beliefs (Kalaja, Barcelos, Aro & Ruohotie-Lyhty, 2015) och intervjumaterialet har analyserats genom nexusanalys. I nexusanalysen är tre element centrala: historical body, interaction order och discourses in place. I presentationen visas exempel på hur elevernas språkliga biografier och erfarenheter av språklig interaktion i och utanför klassrummet får betydelse för deras uppfattningar om hur (och varför) man lär sig språk och om flerspråkighet som resurs.  

     

    ”MultiLingual spaces: Language practices in English classrooms” (MLS) är ett fyraårigt projekt finansierat av Vetenskapsrådet och är ett samarbete mellan Lunds universitet och Karlstads universitet.

  • 22.
    Ljung Egeland, Birgitta
    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).
    Läskigt, men kul! – emotionella positioneringar i berättelser om resor till hemlandet.2015In: Med livsberättelser som forskningsansats: En rapport från den 6:e livsberättelsekonferensen i Karlstad / [ed] H. Löfgren, M. Karlsson, H. Pérez Prieto, Karlstad: Karlstads universitet, 2015, p. 60-75Chapter in book (Other academic)
    Download full text (pdf)
    fulltext
  • 23.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Läste du för ditt barn när det var litet?: Förundran - Bokstart i Värmland och SELMA-studien2021Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Har rim, ramsor, berättelser och läsvanor under barndomen betydelse för barns kognitiva och språkliga utveckling? Kan läsning för barn ge en kompensatorisk effekt vid påvisad språkstörning utifrån att barnet utsatts för hormonstörande kemikalier? Det vill Förundran – Bokstart i Värmland och SELMA-studien ta redan på, och har nu inlett ett samarbete. Förundran, med stöd från Kulturrådet, fokuserar på att knyta ihop professioner som möter de små barnen och deras vårdnadshavare. SELMA-studien studerar om exponering för hormonstörande kemikalier under fostertid har betydelse för barns hälsa och utveckling. I en delstudie ingår drygt 1000 barn med data på exponering under fostertid och barnens utveckling vad gäller språkstörning, kognition och beteende. Birgitta Ljung Egeland, lektor i svenska språket vid Karlstads universitet och biblioteksutvecklare Annica Arvidsson, Region Värmland presenterar studien och det pågående arbetet.

  • 24.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Metaforer i barns berättande2014Conference paper (Other academic)
    Abstract [sv]

    Metaforer i barns berättande 

    Denna presentation syftar till att belysa en del av resultatet från mitt pågående avhandlingsarbete Berättelser om tillhörighet – en narrativ studie om barn med migrationsbakgrund på en mindre ort. Tretton barn mellan tio och tretton år är deltagare i studien och det övergripande syftet är att få fördjupad kunskap om barns berättade erfarenheter av migration och tillhörighet. I min analys har jag inspirerats av Bambergs narrativa positioneringsanalys (1997; 2004). Bambergs modell utgörs av flera analytiska nivåer och fokus för den här presentationen är den analytiska nivå, som handlar om hur barnen positionerar sig i relation till mig i intervjusamtalen. Jag har också ett analytiskt fokus på emotioner som framträder i barnens självpositioneringar, utifrån tanken att just emotioner kan säga något om känsla av tillhörighet och sociala band.  En lingvistisk resurs, som barnen använder i sitt berättande och som också kan indikera en emotionell positionering, är metaforen. Innehållet i presentationen tar utgångspunkt i två korta berättelser: ”Historien om hakan” och ”Historien om hunden”, där metaforer används i samtalet för att närma sig något känsligt och komplext. Jag vill genom min presentation lyfta fram och diskutera hur narrativ analys med fokus på metaforer kan vara ett sätt att ”lyssna mellan raderna” och därmed ta berättelsen på allvar, men också vilka svårigheter som kan finnas med denna typ av analys.

     

     

  • 25.
    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).
    Narratives of Belonging: Migrant Children’s Friendship Negotiation2019In: Challenging Democracy in Early Childhood Education / [ed] Valerie Margrain, Annica Löfdahl Hultman, Springer , 2019, p. 183-196Chapter in book (Refereed)
    Abstract [en]

    This chapter reports findings of life story interviews with Swedish immigrant children aged 9–13 from non-urban areas, reflecting on their younger childhood experiences of belonging, relationships with other children and friendship negotiation. Some of the children were newly arrived, and some of them were born in Sweden. Using Corsaro’s (The sociology of childhood, 3rd edn. Pine Forge Press, Thousand Oaks, CA, 2011) concept of peer culture as theoretical framework and analytical tool, the premise of the chapter is that preschools, schools and other education arenas play a central role in society through their mandate to foster children as democratic citizens. Studying the conditions and opportunities available to the children in these education arenas promotes understanding of which individuals and groups are included and which are excluded in differing contexts, thus making issues of power visible. The results of the study show that establishing relationships with friends involves extensive relational and emotional effort. The children describe what it is like to have and not to have friends and how adults are and are not included. The narratives display several aspects of how entering into comradeship is conditional and connected to immigrant conditions and also to the local community codes, for example, religious and cultural meeting places.

  • 26.
    Ljung Egeland, Birgitta
    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).
    Narratives of language and belonging: on immigrant-background children in rural Sweden2017Conference paper (Refereed)
    Abstract [en]

    Narratives of language and belonging - on immigrant-background children in rural Sweden.

    This study examines children of immigrant background in rural Sweden and their narrated experiences of language and belonging, centralizing on the following questions: What aspects of the children’s narratives of daily life in and out of school assume significance in relation to language and belonging? What conditions and possibilities do the children tell us about? Theoretically and methodically, what are the affordances of working with a method such as children’s life stories? The study was based on life story interviews with 13 children at two schools in small-sized municipalities. The children were interviewed on three occasions. Some of the children (aged 9-13) were newly arrived and some were born in Sweden. Drawing on the fact that empirical studies on multiculturalism often confirm that there is a strong link between language, belonging and identity and that children in order to belong should feel that they can express their own identity and be seen as an integral part of the community where they live (Cummins, 2011; 2015, García & Wei, 2014), the study aimed at identifying the factors in their narratives that impact on their sense of belonging as well as the related conditions and means of action. In particular, the emotions related to the children’s positioning (Bamberg 1997; De Fina, 2013) were analyzed as well as the narrative resources employed in their narration. The results show that their sense of belonging is produced in the interplay between the conditions of immigration and the socio-cultural conditions in the small-sized community. The children describe extensive emotional work to enter into comradeship and in relation to language. The study discusses children’s experiences of language and diversity in terms of three interwoven and sometimes separate identity projects emerging in the children's narratives: the Swedishness project, the family project and the school project.

  • 27.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Text i läxa – flerspråkiga elever berättar.2016Conference paper (Refereed)
    Abstract [sv]

     

    Text i läxa – flerspråkiga elever berättar

     

    Ett sätt att undersöka hur flerspråkiga elever hanterar de texter de får i läxa är att be dem berätta om sina erfarenheter av att göra läxor. Presentationen utgår från ett empiriskt material som består av narrativa intervjuer med elever med migrationsbakgrund som bor och går i skolan på två mindre orter i Sverige. Eleverna är mellan 9 och 13 år gamla. Ett syfte med presentationen är att visa hur de positionerar sig själva som elever i relation till läxläsning och vilka emotioner som framträder i dessa positioneringar. Ett annat syfte är att visa hur eleverna utifrån sina erfarenheter gör antaganden om hur deras lärare ser på diversitet i skolan. Antaganden förstås här teoretiskt med utgångspunkt i kognitiv emotionsteori och det är elevernas perspektiv som är i fokus. Resultatet visar att det finns stor variation i de villkor och handlingsmöjligheter som framträder. Det handlar om villkor både i och utanför skolan och ofta om hur läxor blir ett familjeprojekt. I presentationen diskuteras också hur barnens erfarenheter kan ses i relation till de normer och förväntningar som finns i skolan när texter ges i läxa.

  • 28.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Transspråkande i barns berättelser om flerspråkighet2017Conference paper (Other academic)
    Abstract [sv]

    Presentationen syftar till visa de komplexa resurser som mobiliseras hos barn som i berättande och berättelser gestaltar sina flerspråkiga repertoarer, hur dessa resurser kan kombineras för att skapa betydelse och mening samt hur barnens flerspråkiga och interkulturella medvetenhet härigenom blir synlig.  Utgångspunkt tas i datamaterial från min avhandling Berättelser om tillhörighet – en narrativ studie om barn med migrationsbakgrund på en mindre ort (2015). Barnen har alla migrationsbakgrund och är mellan nio och tretton år gamla och bor på en mindre ort. Syftet med avhandlingsstudien var att få fördjupad kunskap om barns berättade erfarenheter av migration och tillhörighet. Vid intervjuerna uppmuntrades barnen att använda sina samlade språkresurser. Barnen använder flera språk, men också teckningar, egna fotografier, andra bilder, kartor, kroppen och rösten, som resurser för berättande, ofta på eget initiativ.  Det är dessa dimensioner av barnens berättande jag har valt att analysera närmare med teoretisk utgångspunkt i transspråkande (translanguaging) (Canagarajah, 2013; García & Wei, 2014) och i presentationen visas exempel på dels barns berättade erfarenheter av flerspråkighet, dels transspråkande som multisemiotisk process i dessa berättelser (Garcia & Wei, 2014; Kalaja, Dufva & Alanen, 2013). Materialet analyseras och diskuteras i relation till i) language beliefs (uppfattningar om språk och litteratur i undervisningssammanhang), ii) language activity (forskning om språkanvändning) samt iii) language perception (forskning om hur vi lär oss genom flera språk).

  • 29.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att läsa där man står: Arbetarmän på landsbygden och deras läsarhistorier2018Conference paper (Other academic)
  • 30.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Berättelser om lokala läspraktiker som kraftfull professionell kunskap för svenskundervisning i gymnasieskolan.2021Conference paper (Other academic)
    Abstract [sv]

    Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning och de lyfts återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies  (Barton & Hamilton, 1998/2012) har vi i tidigare studier visat hur dessa  lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk (Asplund, 2021; Asplund & Ljung Egeland, 2020). Vi kommer att presentera ett planerat projekt om gymnasieskolans svenskundervisning som har fokus på läsaren, det vill säga på undervisning om läsaridentiteter där pojkarnas berättelser om läsning får ta plats. Vi tar utgångspunkt i arbetarpojkar i den svenska skogsbygden och deras situerade läspraktiker. Projektet handlar om hur deras berättade erfarenheter kan göras till kraftfull kunskap (Young, 2013; 2016) för både lärare och elever transformerad i undervisning. Vi diskuterar betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig, hållbar läsundervisning som både utmanar och inkluderar.

  • 31.
    Ljung Egeland, Birgitta
    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), Department of Language, Literature and Intercultural Studies (from 2013).
    Carlman, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Games, physical activities, and outdoor excursions as powerful knowledge in Swedish school-age educare2021Conference paper (Other academic)
    Abstract [en]

    One central content in the revised policy document of Swedish school-age educare is Games, physical activities, and outdoor excursions. The overall aim of the project is to understand and develop teaching with a focus on subject-specific knowledge in terms of selection and transformation of the central content Games, physical activities, and outdoor excursions.

    The theoretical framework of the project is the concept of powerful knowledge (Young & Mueller, 2013), focusing on both content selection and transformation, concerned with how specific disciplinary knowledge can be made possible for pupils to acquire.

    The collaborative project between the four teachers and the three researchers was based on a model of Action Learning described by Zuber-Skeritt (2002) as a way for practitioners to develop knowledge by acting, reflecting on practice, collaborating and learning from actual workplace issues.

    A professional dilemmatic space is identified related to the difference from the compulsory education, and how selection and transformation of knowledge content is conditioned by certain aspects of governance, voluntariness and free time.

    Despite the challenges of school-age educare our results also reveal possibilities, which offer unique conditions, and provide potential for pupils’ identity and knowledge development. This constitute important conditions also to develop education in compulsory school related to the ambition to empower pupils as the concept of powerful knowledge implies.

  • 32.
    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.

  • 33.
    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. 

  • 34.
    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.

  • 35.
    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)
  • 36.
    Ljung Egeland, Birgitta
    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), Department of Language, Literature and Intercultural Studies (from 2013).
    Kulbrandstad, Lise Iversen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Norway University of Applied Sciences, NOR.
    Powerful Knowledge of Language and Migration in Norwegian and Swedish Textbooks2022In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, Bloomsbury Academic, 2022, p. 79-98Chapter in book (Refereed)
    Abstract [en]

    Waves of global migration and increased cultural and linguistic diversity are bringing about societal changes in the two neighbouring countries of Sweden and Norway. In 2020, 25. 5 per cent of persons living in Sweden were either themselves born outside the country or both of their parents were (SCB 2020) . The corresponding share for Norway is 18. 2 per cent (SSB 2020) . Classrooms in these two countries include a growing number of multilingual students – with several being second language learners of Swedish or Norwegian. This greater societal diversity is challenging the education system, especially the language subjects, Swedish and Norwegian, respectively, since they developed as school subjects within a monolingual tradition (Lindberg 2009; Kulbrandstad 2018) . However, the most recent curricula for compulsory school in both Sweden and Norway stress the need to address diversity. A Swedish student should, for example,...

    Download full text (pdf)
    fulltext
  • 37.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).Tanner, MarieKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer2017Conference proceedings (editor) (Other academic)
    Download full text (pdf)
    fulltext
  • 38.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olsson, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Föräldrasamverkan kring barn i behov av särskilt stöd2018Conference paper (Other (popular science, discussion, etc.))
  • 39.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roberts, TimKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).Sandlund, EricaKarlstad 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), Center for Language and Literature in Education (from 2013).Sundqvist, PiaKarlstad 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), Center for Language and Literature in Education (from 2013). Universitetet i Oslo.
    Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 20182019Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.

    ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.

    Download full text (pdf)
    ASLA_2019_proceedings
    Download (png)
    Front cover
1 - 39 of 39
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf