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Nygård Larsson, PiaORCID iD iconorcid.org/0000-0002-8843-6196
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Publications (10 of 46) Show all publications
Walldén, R. & Larsson, P. N. (2024). Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption. Science Education, 108(2), 608-636
Open this publication in new window or tab >>Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
2024 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 108, no 2, p. 608-636Article in journal (Refereed) Published
Abstract [en]

Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse-bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
Keywords
classroom discourse, discursive mobility, evolution teaching, primary school, scaffolding strategies, visual aids
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-64491 (URN)10.1002/sce.21849 (DOI)001114670300001 ()2-s2.0-85178968685 (Scopus ID)
Available from: 2023-12-15 Created: 2023-12-15 Last updated: 2024-03-06Bibliographically approved
Walldén, R. & Nygård Larsson, P. (2023). "It can be a bit tricky": negotiating disciplinary language in and out of context in civics classrooms. Classroom Discourse, 14(3), 302-325
Open this publication in new window or tab >>"It can be a bit tricky": negotiating disciplinary language in and out of context in civics classrooms
2023 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 14, no 3, p. 302-325Article in journal (Refereed) Published
Abstract [en]

This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students' disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility - the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Classroom discourse, discourse-bridging interaction, disciplinary literacy, linguistically diverse classrooms, semantic waves
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-54092 (URN)10.1080/19463014.2022.2084426 (DOI)000815426500001 ()2-s2.0-85132859318 (Scopus ID)
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2023-10-18Bibliographically approved
Svensson Källberg, P., Karlsson, A. & Nygård Larsson, P. (2023). Spaces for multilingualism in mathematics classrooms? – teachers’ views and experiences. In: : . Paper presented at CIEAEM 74, Mathematics and practices: Actions for futures, Malmö, 15-19 August 2023.
Open this publication in new window or tab >>Spaces for multilingualism in mathematics classrooms? – teachers’ views and experiences
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper sets out to describe a research project and to present and discuss some of its preliminary findings from an initial explorative phase. The project is conducted in collaboration with mathematics and science teachers in four mainstream compulsory schools with strong linguistic diversity within a geographic frame of a predominantly urban region in Sweden. The overall aim of the study is to generate knowledge about pedagogical potentials and limitations of multilingual practices in mathematics and science education. In this paper we draw on interviews with teachers, as well as workshops in which teachers and researchers collaborated, to explore the various meaning-making resources teachers express they draw on for teaching mathematics in multilingual settings, and their perceptions and experiences of teaching mathematics in multilingual settings. The preliminary findings indicate that the teachers draw on different meaning-making resources, with an emphasize on resources that can be related to language responsive teaching. It seems easier for the teachers to reason about language responsive mathematics teaching than multilingual mathematics teaching. The teachers reason about the value of a multilingual approach and more less of concrete multilingual methods and strategies for teaching mathematics to multilingual students. They express positive views about multilingualism as a resource for learning mathematics at the same time as they show a hesitancy towards it, demonstrating an ambivalence towards it.

Abstract [fr]

Cet article vise à décrire un projet de recherche et à présenter et discuter certains de ses résultats préliminaires issus d'une phase exploratoire initiale. Le projet est mené en collaboration avec des professeurs de mathématiques et de sciences dans quatre écoles obligatoires ordinaires présentant une forte diversité linguistique dans le cadre géographique d'une région majoritairement urbaine de Suède. L'objectif général de l'étude est de générer des connaissances sur les potentiels pédagogiques et les limites des pratiques multilingues dans l'enseignement des mathématiques et des sciences. Dans cet article, nous nous appuyons sur des entretiens avec des enseignants, ainsi que sur des ateliers dans lesquels enseignants et chercheurs ont collaboré, pour explorer les diverses ressources créatrices de sens sur lesquelles les enseignants déclarent s'appuyer pour enseigner les mathématiques dans des contextes multilingues, ainsi que leurs perceptions et expériences d'enseignement. mathématiques dans un contexte multilingue. Les résultats préliminaires indiquent que les enseignants s'appuient sur différentes ressources de création de sens, en mettant l'accent sur les ressources qui peuvent être liées à un enseignement sensible à la langue. Il semble plus facile pour les enseignants de raisonner sur un enseignement des mathématiques sensible à la langue que sur un enseignement des mathématiques multilingue. Les enseignants raisonnent sur la valeur d'une approche multilingue et plus encore sur les méthodes et stratégies multilingues concrètes pour enseigner les mathématiques à des élèves multilingues. Ils expriment des opinions positives sur le multilinguisme en tant que ressource pour l'apprentissage des mathématiques, tout en manifestant une hésitation à son égard, démontrant une ambivalence à son égard.

National Category
Educational Sciences
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-64343 (URN)
Conference
CIEAEM 74, Mathematics and practices: Actions for futures, Malmö, 15-19 August 2023
Available from: 2023-12-13 Created: 2023-12-13 Last updated: 2023-12-13Bibliographically approved
Nygård Larsson, P., Karlsson, A. & Svensson Källberg, P. (2023). Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education. In: TIM 2023: Book of Abstracts. Paper presented at Translanguaging in the Age of (Im)mobility Fourth International Conference on Translanguaging Dates: 12-14 June 2023 Dalarna University, Falun, Sweden.
Open this publication in new window or tab >>Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
2023 (English)In: TIM 2023: Book of Abstracts, 2023Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The project Spaces for multilingualism is founded by the Swedish Research Council (2022-2026). The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds. The presentation will focus on the explorative phase of the study and the preliminary results from interviews with students and teachers as well as workshops in which teachers and researchers collaborated. We will also present the ongoing preparations for the interventional phase of the study.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-61279 (URN)
Conference
Translanguaging in the Age of (Im)mobility Fourth International Conference on Translanguaging Dates: 12-14 June 2023 Dalarna University, Falun, Sweden
Projects
https://mau.se/forskning/projekt/utrymme-for-flersprakighet/
Funder
Swedish Research Council
Available from: 2023-06-22 Created: 2023-06-22 Last updated: 2023-07-05Bibliographically approved
Karlsson, A., Nygård Larsson, P., Svensson Källberg, P. & Jakobsson, A. (2023). Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education. In: Metin Sardag; Gokhan Kaya (Ed.), ESERA 2023: Abstract book. Paper presented at The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023. , Article ID 1065.
Open this publication in new window or tab >>Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
2023 (English)In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds.

Keywords
explorative interventional study, spaces for multilingualism, translanguaging
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-62455 (URN)
Conference
The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023
Funder
Swedish Research Council, 2021-04155
Available from: 2023-09-12 Created: 2023-09-12 Last updated: 2023-09-15Bibliographically approved
Nygård Larsson, P., Olsson Jers, C. & Persson, M. (Eds.). (2022). Fjortonde nationella konferensen i svenska med didaktisk inriktning Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Malmö 18–19 november 2020. Malmö universitet
Open this publication in new window or tab >>Fjortonde nationella konferensen i svenska med didaktisk inriktning Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Malmö 18–19 november 2020
2022 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Malmö universitet, 2022. p. 263
Series
Texter om svenska med didaktisk inriktning Nationella nätverket för svenska med didaktisk inriktning, ISSN 1651-9132 ; 14
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-52839 (URN)10.24834/isbn.9789178772858 (DOI)978-91-7877-284-1 (ISBN)978-91-7877-285-8 (ISBN)
Available from: 2022-06-14 Created: 2022-06-14 Last updated: 2023-07-04Bibliographically approved
Walldén, R. & Nygård Larsson, P. (2022). Förhandling om skönlitterärt språk: En lärares diskursiva strategier under högläsning. In: : . Paper presented at Den 15:e nationella konferensen i Svenska med didaktisk inriktning. Språk och litteratur – en omöjlig eller skön förening? 23-24 november 2022, Lunds universitet..
Open this publication in new window or tab >>Förhandling om skönlitterärt språk: En lärares diskursiva strategier under högläsning
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Tidigare studier har visat den muntliga interaktionens betydelse för att främja elevers språk- och kunskapsutveckling i olika ämneskontexter. Det kontextuella stöd klassrumssamtalen erbjuder är särskilt viktigt i klassrum där undervisningen bedrivs på elevers andraspråk. Trots det tilltagande intresset för ämneslitteracitet och språkliga dimensioner i ämnesundervisning finns det relativt lite forskning som anlägger språkliga perspektiv på elevers möte med skönlitterära texter. En sannolik förklaring är den traditionella uppdelning mellan språk och litteratur som har inspirerat konferenstemat, Språk och litteratur – en omöjlig eller skön förening? Den aktuella presentationen bygger på en studie av en lärares högläsning av den prisbelönta bilderboken Legenden om Sally Jones i en språkligt heterogen årskurs 4. Etnografiskt inspirerade metoder användes för att dokumentera högläsningen i två undervisningsgrupper med fokus på följande forskningsfrågor: 1) Vilka diskursiva strategier använder läraren för att främja förståelsen av skönlitterärt språkbruk under högläsningsaktiviteter, 2) Vad kännetecknar de skönlitterära ord och uttryck som läraren fokuserade på? För att besvara dessa frågor analyserades transkriberade ljudinspelningar utifrån perspektivet diskursiv rörlighet med hjälp av verktyg från systemisk-funktionell lingvistisk och legitimation code theory. Resultatet visar att läraren under högläsningen gjorde många omformuleringar som antingen utvidgade eller förenklade det skönlitterära språket. De utvidgande strategierna var särskilt framträdande och bestod av såväl klargörande omformuleringar som mer diskreta tillägg av vardagsspråklig karaktär. Det skönlitterära språk läraren fokuserade på var dels specialiserade ord och uttryck, dels formuleringar som kan kopplas till skönlitterära beskrivningar. De diskursiva strategiernas roll för att utvidga elevernas språkliga repertoarer och främja deras förståelse och engagemang vid gemensam läsning av skönlitterära texter diskuteras.

Keywords
diskursiv rörlighet, grundskola, högläsning, semantiska vågor, systemisk-funktionell lingvistik
National Category
Didactics Languages and Literature
Identifiers
urn:nbn:se:mau:diva-56204 (URN)
Conference
Den 15:e nationella konferensen i Svenska med didaktisk inriktning. Språk och litteratur – en omöjlig eller skön förening? 23-24 november 2022, Lunds universitet.
Funder
The Crafoord Foundation, 20220501
Available from: 2022-11-24 Created: 2022-11-24 Last updated: 2023-01-19Bibliographically approved
Nygård Larsson, P., Olsson Jers, C. & Persson, M. (2022). Förord. In: Nygård Larsson, Pia; Olsson Jers, Cecilia; Persson, Magnus (Ed.), Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld : Malmö 18–19 november 2020 (pp. 5-8). Lund: Media-Tryck
Open this publication in new window or tab >>Förord
2022 (Swedish)In: Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld : Malmö 18–19 november 2020 / [ed] Nygård Larsson, Pia; Olsson Jers, Cecilia; Persson, Magnus, Lund: Media-Tryck , 2022, p. 5-8Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Media-Tryck, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53504 (URN)978-91-7877-284-1 (ISBN)978-91-7877-285-8 (ISBN)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-08-23Bibliographically approved
Walldén, R. & Nygård Larsson, P. (2022). Joining the adventures of Sally Jones: Discursive strategies for providing access to literary language in a linguistically diverse classroom. Linguistics and Education, 72, 101121-101121, Article ID 101121.
Open this publication in new window or tab >>Joining the adventures of Sally Jones: Discursive strategies for providing access to literary language in a linguistically diverse classroom
2022 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 72, p. 101121-101121, article id 101121Article in journal (Refereed) Published
Abstract [en]

This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approaches, the findings show that the teacher used a rich variety of discursive strategies to make specialized terms and literary descriptions available to the students. Apart from using question–answer strategies and commenting on the text in clarifying ways, the teacher made linguistic alterations to either expand or simplify the literary language. The expansive strategies were particularly salient, entailing clarifying paraphrases or subtly infused additions to expand literary meaning. The significance of the strategies to support students’ understanding of literary language and immersion in stories is discussed.

Place, publisher, year, edition, pages
Elsevier, 2022
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:mau:diva-56269 (URN)10.1016/j.linged.2022.101121 (DOI)000893236000002 ()2-s2.0-85141493589 (Scopus ID)
Projects
Att lära svenska på svenska: Ämnesspecifika textpraktiker i mellanstadiets sva-undervisning
Funder
The Crafoord Foundation, 20220501
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2024-02-05Bibliographically approved
Nygård Larsson, P. (2022). Språklärare i NO-undervisning? Ämneslitteracitet och integrerat kunskapsbyggande i språkligt heterogena klassrum. Forskning om undervisning och lärande, 10(2), 26-54
Open this publication in new window or tab >>Språklärare i NO-undervisning? Ämneslitteracitet och integrerat kunskapsbyggande i språkligt heterogena klassrum
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 2, p. 26-54Article in journal (Refereed) Published
Abstract [sv]

Syftet med artikeln är att bidra med kunskap om hur ämnesspecifika kunskaper ochlitteraciteter i språkligt heterogena klassrum kan förstås och främjas. Artikeln presenterar analyser av hur en NO-lärare prövar arbetssätt för att arbeta med ämnesinnehåll,språk och text i årskurs 7. Därutöver presenteras analyser av ett textsamtal där ensvensklärare läser ett läroboksavsnitt med en elevgrupp i klassen. Materialet har främstinsamlats genom observationer samt bild- och ljudinspelningar, och har delvis tillkommitgenom en intervention i samarbete mellan NO-läraren och forskare. För att analysera,diskutera och problematisera resultatet används bland annat begreppet semantiskavågor. Resultaten bidrar till förståelsen av lärares arbete med att främja elevers ämneskunskaper och ämneslitteracitet. Artikeln exemplifierar och diskuterar möjligheter ochbegränsningar för ett engagerande och integrerat kunskapsbyggande i ämnesundervisningen och i samarbetet med andra lärarresurser

Abstract [en]

The purpose of the article is to contribute knowledge about how disciplinary knowledgeand literacy in linguistically diverse classrooms can be discerned and promoted. Thearticle presents analyses of how a science teacher explores methods for teaching content, language and texts in a grade 7, and how a Swedish teacher leads the reading froma textbook in the classroom. The data has mainly been collected through observationsand video and audio recordings, and has partly been developed through a collaborationbetween the science teacher and the researchers. The concept semantic waves is used toanalyse, discuss and problematize the results. The results contribute to the understanding of teachers’ pedagogical attempts to promote students’ disciplinary knowledgeand language. The paper exemplifies and discusses opportunities and limitations for anengaging and integrated knowledge-building in science teaching and in collaborationwith other teachers.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2022
Keywords
naturvetenskaplig undervisning, semantiska vågor, språkligt heterogena klassrum, språk- och kunskapsutvecklande arbetssätt, ämneslitteracitet
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-55552 (URN)
Available from: 2022-11-01 Created: 2022-11-01 Last updated: 2023-10-23Bibliographically approved
Projects
SALT (Science and Literacy Teaching); Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8843-6196

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