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UTRYMME FÖR FLERSPRÅKIGHET?: PEDAGOGISKA MÖJLIGHETER OCH BEGRÄNSNINGAR FÖR FLERSPRÅKIGA FÖRHÅLLNINGSSÄTT OCH AKTIVITETER I NO-UNDERVISNINGEN
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0001-8751-2698
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-8843-6196
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-8012-6310
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-1438-3607
2024 (Swedish)In: / [ed] Svava Pétursdóttir, University of Iceland Press, 2024Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper is a part of the project Spaces for multilingualism (Swedish Research Council, 2021-04155). The aim of the 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, in four culturally and linguistically diverse schools. The explorative phase is followed by a two-year period of pedagogical interventions.The presentation will focus on the exploratory phase of the study and the preliminary findings from interviews with students and teachers, workshops where teachers and researchers worked together, and classroom observations, and focus on teachers’ and students’ use of meaning-making resources in science education, and how students’ prior experiences and communicative repertoires are acknowledged as resources in multilingual classroom activities.

Place, publisher, year, edition, pages
University of Iceland Press, 2024.
Keywords [en]
Multilingual students, Science education, Translanguaging
National Category
Didactics
Research subject
Science education
Identifiers
URN: urn:nbn:se:mau:diva-71257OAI: oai:DiVA.org:mau-71257DiVA, id: diva2:1898908
Conference
NFSUN 2024: Revisioning STEAM education in times of Climate Change, University of Iceland, 5–7 June 2024, Reykjavik, Iceland.
Funder
Swedish Research Council, 2021-04155Available from: 2024-09-18 Created: 2024-09-18 Last updated: 2024-09-23Bibliographically approved

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book of shortened abstracts(781 kB)24 downloads
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Karlsson, AnnikaNygård Larsson, PiaSvensson Källberg, PetraJakobsson, Anders

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Department of Natural Science, Mathematics and Society (NMS)Disciplinary literacy and inclusive teachingDepartment of Culture, Languages and Media (KSM)
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