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Publications (6 of 6) Show all publications
Smit, J., Chisari, L. B., Kouns, M., Øyehaug, A. B., Savelsbergh, E. & Hajer, M. (2023). Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program. European Journal of STEM Education, 8(1)
Open this publication in new window or tab >>Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program
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2023 (English)In: European Journal of STEM Education, E-ISSN 2468-4368, Vol. 8, no 1Article in journal (Refereed) Published
Abstract [en]

Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design. 

Place, publisher, year, edition, pages
Lectito, 2023
Keywords
inclusive STEM education, teacher learning, multilingualism, scaffolding language, professional development
National Category
Pedagogical Work
Identifiers
urn:nbn:se:mau:diva-64285 (URN)10.20897/ejsteme/13643 (DOI)2-s2.0-85171631014 (Scopus ID)
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2024-04-08Bibliographically approved
Jakobsson, A. & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214, Article ID s.
Open this publication in new window or tab >>Subject-language perspectives on multilingual students learning in science
2023 (English)In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 11, no 2, p. 197-214, article id sArticle in journal (Refereed) Published
Abstract [en]

In this study, we have explored the ways in which small-group work in science can contribute to strengthen multilingual students’ subject language and conceptual development when working with language-oriented classroom activities in primary classrooms. The aim is to determine whether it is possible to identify factors in interactions in small-group work that strengthen and facilitate the students’ language development. We have focused on how students orally formulate themselves when describing observations, hypotheses, and explanations of certain scientific experiments on the properties of air. An important starting point has been that students’ successive development of a subject-specific language is crucial for their conceptual development and understanding. The analyses of the dialogues have made it possible to study how individual students gradually develop their way of expressing themselves by taking over others’ expressions and word choices and making their own. The analysis also shows that these dialogical situations are crucial for all students to develop their language use in science, primarily through probing a more precise way of expressing themselves and putting their scientific ideas and thoughts into words. An important conclusion is that students should be offered opportunities and space to develop their subject language register in science and that this is important for all students, but crucial for those for whom the language of instruction is a second language

Place, publisher, year, edition, pages
Cyprus: Bastas, 2023
Keywords
subject language, multilingual students, small-group interactions in science education
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-55540 (URN)10.30935/scimath/12568 (DOI)2-s2.0-85153621371 (Scopus ID)
Funder
Swedish Research Council
Available from: 2022-10-31 Created: 2022-10-31 Last updated: 2023-08-24Bibliographically approved
Olander, C., Hajer, M., Johansson, S., Jakobsson, A., Karlsson, A., Kouns, M., . . . Nygård Larsson, P. (2017). Development of scientific literacy: A multidisciplinary study in multilingual secondary schools (ed.). In: (Ed.), : . Paper presented at European Science Education Research Association (ESERA), Dublin, Ireland (August 21-25, 2017).
Open this publication in new window or tab >>Development of scientific literacy: A multidisciplinary study in multilingual secondary schools
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2017 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Around the world, programs have been developed for science teachers’ work on literacy in multilingual settings with the assumption that science teachers need an understanding and a repertoire to move between daily and scientific discourses. This poster presentation reports from a project which aims to gain a better understanding of the development of literacy in science teaching through the study of meaning construction in multilingual secondary classrooms in which teacher, students and texts interact. To that end, leading experts in the field of text analyses, science pedagogy, second language learning and educational linguistics, join their forces in a double case study. These different perspectives on scientific literacy are starting point for small-scale interventions that analyses the interaction of teacher, student and task characteristics. Data is generated through mixed-method approach and include video recording of teachers planning meetings and classroom practice (whole class and student group work) along with questionnaires. Furthermore is students’ written work collected and interviews with teachers and focus group interviews with students. The quantitative data comprises of multiple-choice tests where three types of words chosen from students’ textbooks are probed: science concepts, homonyms and general academic words. The preliminary results indicate that time spent in the Swedish school system is decisive; it is almost a linear correlation between results on word tests and the time the students have learned Swedish. Furthermore, it seems that the general academic words raise the greatest challenges. The analysis of the teachers’ professional development make use of the interconnected model for professional growth (Clarke & Hollingsworth, 2002) and the results indicate that although the teachers had extensive experience in teaching multilingual students they broaden their competence with new insights an teaching strategies.

Keywords
Scientific Literacy, The role of Language in Science Education, Teacher Professional Development
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-16490 (URN)24055 (Local ID)24055 (Archive number)24055 (OAI)
Conference
European Science Education Research Association (ESERA), Dublin, Ireland (August 21-25, 2017)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2023-07-04Bibliographically approved
Kouns, M. & Andersson, P. (2016). Språket som verktyg i fysikundervisningen (ed.). LMNT-Nytt (1), 18-20
Open this publication in new window or tab >>Språket som verktyg i fysikundervisningen
2016 (Swedish)In: LMNT-Nytt, ISSN 1402-0041, no 1, p. 18-20Article in journal (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Föreningen för lärarna i matematik, naturvetenskap och teknik, 2016
Keywords
språket som verktyg, fysikundervisning, typaktiviteter, språkaktiviteter
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-2955 (URN)20826 (Local ID)20826 (Archive number)20826 (OAI)
Note
Article, MagazineAvailable from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-07-04Bibliographically approved
Kouns, M. (2014). Beskriv med ord: fysiklärare utvecklar språkinriktad undervisning på gymnasiet (ed.). (Doctoral dissertation). : Malmö högskola, Lärande och Samhälle
Open this publication in new window or tab >>Beskriv med ord: fysiklärare utvecklar språkinriktad undervisning på gymnasiet
2014 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This doctoral thesis investigatef and describes the design process of two physics teachers and myself in developing and trying out language based learning activities in a first year physics course in two classes in ml urban high school in Sweden. The design process, which goes on for almost three semesters, and these activities are seen as an intervention into the two physics teachers' teaching practice with the aim of contributing to learning and improved practice for them, and in turn, to improved learning of physics for their students. The research questions relate to the design process1 the teachers' teaching repertoire, and to the students' speaking and writing as part of the language based lenrning activities. The background of the thesis is an increased need to high light and to take into account linguistic factors in content area teaching for the reason of linguistic heterogeneity within the student body. Linguistic diversity refers to students having another first langungc tlmn Swedish, the langunge of instruction, and to students being more or less familiar with the specialized academic language used in formal education. The overall theoretical perspective is socio•culturnl, placing an emphasis on language as a mediating tool for meaning-making in situated practices. The empirical mnlerinl mainly consists of field notes and audio recordings from observations of the physics teaching and from the weekly planning meetings but also of sludent texts and audio recordings of students' small group conversations. The teacher group develops nnd tries a number of language centered learning activities1 and their objectives are stated in terms of language tasks to be performed with a specific content. Even though the design process is a collaborative effort, the two physics teachers show difthences in two areas: a) emphasizing speaking or writing aS the main mediating tool in the learning activities, b) creating activities where the students' knowledge construction is either more of a putting together and presenting the content or more of on unpacking and trying it out. This diftercncc might be seen as placing an emphasis on the process towards the goal versus placing it on the film! goal. The student conversations in small groups are oriented towards the content and the topic of the assignment, and they arc cooperative. They also tend to be a matter of accumulating knowledge more than exploring knowledge, which means that criHcal and explorntive features are less prominent The student texts can be seen either ns independent texts or satellite texts, the former intending to state knowledge conclusively while the latter intend to support conversf"ltions. The teacher group tend to plan language centered learning activities towards the end of a content area, and the activities are seen as most relevnnt at points where a move to a more abstract level of knowledge is required. The activities gain a formative function in the teaching process.

Place, publisher, year, edition, pages
Malmö högskola, Lärande och Samhälle, 2014. p. 291
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 73
Keywords
språkdidaktik, fysikundervisning, designstudie, språkinriktad ämnesundervisning
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-7511 (URN)17239 (Local ID)978-91-7104-587-4 (ISBN)978-91-7104-588-1 (ISBN)17239 (Archive number)17239 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-07-04Bibliographically approved
Kouns, M. (2011). Inga IG i Kemi A: En språkdidaktisk studie av en kemilärares undervisningsstrategier i en gymnasieklass med elever med svenska som andraspråk (ed.). (Licentiate dissertation). Malmö högskola, Lärarutbildningen
Open this publication in new window or tab >>Inga IG i Kemi A: En språkdidaktisk studie av en kemilärares undervisningsstrategier i en gymnasieklass med elever med svenska som andraspråk
2011 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

As global migration escalates, the number of students with Swedish as their second language entering high school in Sweden also increases. This demographic and linguistic change in the mainstream classroom has forced the role of language in teaching/learning to surface. In order for society to provide all students with equal educational opportunities, accommodation to the needs of second language learners has become a pressing issue. The purpose of this study is to try to understand what opportunities the teaching strategies of a 10th grade chemistry teacher may create for second language learners to develop their Swedish language repertoire in the subject. The study has been conducted from the point of view of language didactics, and a socio-cultural framework has been used to provide a theoretical perspective. Of fundamental importance is the notion that language is the primary mediating tool in learning; that learning is situated; that the situated learning is socially constructed. Furthermore, the concepts of vygotskian origin, scientific and everyday language/scientific and everyday concepts are part of the theoretical perspective along with scaffolding, second language development, language repertoire, and chemistry teaching. The empiric material was collected by observations and video and audio recordings of 31 lessons in one class with one teacher. The vast majority of the students had Swedish as their second lan-guage and half of them had, at the time of the study, been in Sweden four years or less. This primary source material has been transferred into secondary material by way of transcription. The analyses sought to answer three questions regarding 1) the teacher’s general didactic and subject related didactic strategies; 2) the teacher’s language didactic strategies in the whole-class teacher talk; 3) the consequences for the opportunities this may afford the students to develop a language repertoire in the subject. A variety of theoretical concepts has been applied in the process of analysis: cooperation and drive; Johnstone’s triangle; interactivity, a dialogic or authoritative voice, and directness. Consequences of the teacher’s strategies are discussed in terms of positions allowing for receptive or productive language use, scaffolding and meta-skills. The study is concluded by the presentation of a didactic approach to an oscillating shift of focus on the subject matter and on how this subject matter is linguistically constructed.

Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen, 2011. p. 190
Series
Malmö Studies in Educational Sciences: Licentiate Dissertation Series, ISSN 1653-6037 ; 15
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-7613 (URN)11592 (Local ID)9789171041241 (ISBN)11592 (Archive number)11592 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-07-04Bibliographically approved
Projects
Inclusive science teaching in multilingual classrooms - a design study; Publications
Jakobsson, A. & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214, Article ID s.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6630-9209

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