This paper sets out to describe a research project and to present and discuss some of its pre- liminary 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 diver- sity 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 re- sources teachers express they draw on for teaching mathematics in multilingual settings, and their per- ceptions and experiences of teaching mathematics in multilingual settings. The preliminary findings indicate that the teachers draw on different meaning-making resources, with emphasis 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 rea- son more about the value of a multilingual approach and less of concrete multilingual methods and strategies for teaching mathematics to multilingual students. They express positive views about multi- lingualism as a resource for learning mathematics at the same time as they show a hesitancy towards it, demonstrating an ambivalence.

The text discusses the gatekeeping role of mathematics education for youth in Malmö (and elsewhere) with immigrant backgrounds. The text argues that mathematics education may play a significant role as a gatekeeper for immigrant students’ advancements in the educational system as well as in the society at large.

This paper problematizes what can happen when different practices meet in the mathematics classroom. In an educational design research project, researchers and teachers together promote students’ participation in mathematical dialogue through the use of digital tools. Tensions on what is put in the foreground – the mathematical dialogue or the digital tool - as well as tensions of how students can be included or excluded in the dialogue, are analysed using the Learning Design Sequence model. Through the analysis of tensions, further areas for improvement can be identified.

I svensk skrivforskning finns konsensus om att tidig skrivundervisning utmärkersig genom fokus på formalia på olika textnivåer. Metaspråksbruket för berät-tande texter varierar mellan studier som betonar olika textelement och derasfunktioner. Denna metaspråkliga glidning utgör en central utgångspunkt idenna artikel. Vi har undersökt tre grundlärares konstruktioner av textförvänt-ningar på narrativt skrivande genom textnära återkoppling med den grafiskamodellen Berättelseansiktet och lärarnas reflektioner. Vi analyserade lärarnassyn på narrativt skrivande och vilka utsnitt ur elevernas texter som lärarna anserrepresenterar olika berättelseelement. Resultatet visar att lärarna tillämpar me-taspråkliga metaforer som åsyftar olika textsegment och kommunikativa funk-tioner. Begrepp ur svenska styrdokument som ”händelser”, ”beskrivningar”och ”röd tråd” används av lärarna med skiftande fokus mellan olika textnivåeri elevernas berättelser. Vidare visar resultatet att lärarnas reflektioner präglasav ett underliggande funktionellt perspektiv på skrivande som inte fullt ut blirsynligt i deras formaliafokuserade återkoppling till eleverna.

I flerspråkiga NO-klassrum står lärare inför utmaningen att anpassa undervisningen för alla elever, oavsett språklig bakgrund. Naturvetenskapliga ämnen kan vara särskilt utmanande eftersom de kräver både en god språklig förståelse och förmågan attanvända ämnesspecifika ord och begrepp. Denna studie adresserar dessa utman-ingar genom att utforska strategier för att göra NTA-undervisningen mer tillgänglig för alla elever genom språkutvecklande metoder som främjar elevinteraktion, språklig stöttning och användning av multimodala resurser, inklusive visuellt stöd och digitala verktyg, samt integrering av flerspråkiga resurser. En central aspekt är också omformuleringen av elevernas vardagliga språk till ett mer ämnesspecifikt språkbruk samt skapandet av en tydlig lektionsstruktur.Studien genomfördes som en interventionsstudie där en forskare och en NTA-samordnare observerade och utvecklade klassrumspraktiken i samarbete med en lärare. Fokus låg på att identifiera och implementera pedagogiska strategier som kan öka elevernas deltagande och förståelse. De utvecklade strategierna inkluderade: (a) användning av interaktion och dialoger i klassrummet för att uppmuntra elever att uttrycka sig och utveckla sina språkliga förmågor, (b) inkludering av visuellt stöd, såsom bilder, symboler, diagram och digitala verktyg, samt (c) användning av elevernas förstaspråk som en resurs för att stärka deras lärande och deltagande.Resultaten visar att de språkutvecklande strategierna har haft en positiv inverkan på elevernas engagemang och deltagande i NTA-undervisningen. Genom en tydlig och mer medveten lektionsstruktur och omformulering av elevernas vardagliga uttryck till ett mer ämnesspecifikt språk, har elevernas deltagande och användning av ämnes-specifika ord och begrepp ökat. Läraren har också blivit mer medveten om vikten av att använda visuellt stöd och skapa en undervisning som är kontextualiserad och utgår från elevernas tidigare erfarenheter.Denna studie ger viktiga insikter och verktyg för att utveckla undervisningen i naturvetenskap och belyser vikten av att fortsätta anpassa pedagogiken för att möta alla elevers behov.

Denna avhandling inom det språk- och litteraturdidaktiska forskningsfältet utforskar flerspråkighet som resurs i ämnesundervisning i ett socialt utjämnande syfte. I ett aktionsforskningsprojekt med fyra lärare i åk 6 och 7 undersöktes möjligheter och begränsningar för pedagogiskt transspråkande i geografi och svenska som andraspråk. Samtliga elever hade ett annat språk än svenska som sitt förstaspråk, men majoriteten av eleverna var uppväxta i Sverige och hade haft hela eller större delen av sin skolgång i svensk förskola och skola. I studiens fokus står förändringsprocessen i relation till lärarnas lärande samt elevernas uppfattningar om den förändrade praktiken och upplevelser av sin kunskapsutveckling.

Resultaten visar att flerspråkighet kan bli en värdefull resurs när lärare intar ett tillåtande och uppmuntrande förhållningssätt till elevers språkliga repertoarer och organiserar undervisningen så att dessa används. Då motiveras eleverna att utforska sina språkliga repertoarer för starkare kunskapsutveckling, samtidigt som den traditionella enspråkighetsnormen utmanas.

Genom att kombinera teorier om pedagogiskt transspråkande, pedagogisk kommunikation, stöttning och praktikteori bidrar denna studie med teoretisk förståelse för flerspråkighetens komplexitet och potential, samt ny och nyanserad kunskap om pedagogiskt transspråkande. Avhandlingens bidrag stödjer lärare, skolledare, studenter och beslutsfattare att förstå flerspråkighetens möjligheter i kunskapsutveckling för att främja en inkluderande och interkulturell utbildningsmiljö.

Given the profound influence that technology has on society, shaping our behaviours, conversations, and decisions, it is essential to understand its development and nature. Obtaining a complete understanding of technology requires us to explore both the nature of technology and its historical aspects. This study examines how using supportive images in a virtual reality (VR) learning environment, combined with verbal interactions, supports students aged eight and nine in developing an understanding of the nature of technology.

Data were collected during an ordinary technology teaching activity and the analysis highlighted that these students, through interactions and VR images, demonstrated knowledge of all dimensions of technology, as described by DiGironimo (2011). The analysis of the findings indicated that the students’ knowledge could be categorized, but there seemed to be more complexity in their utterances than DiGironimo’s model could capture. Additionally, I employed a discursive analysis to achieve a deeper comprehension of the students’ perceptions of the history of technology. Here, the findings indicate that VR images can promote students’ interaction related to the history of technology, which often leads to exploratory conversations.

The findings have the potential to support teachers in planning and conducting technology activities in primary schools, where images and verbal interactions could provide decisive support for developing an understanding of the nature of technology, especially the historical dimension of technology.

School mathematics is not universal. It produces and is produced by social norms. What is considered as normatively appropriate school mathematics may vary when immigrant students (re)produce school mathematics in transitions between school mathematical practices at home and at school. In this study, one group of primary school students and two groups of secondary school students were interviewed to investigate their experiences with school mathematics in transitions. In contrast to some previous studies, the present study reveals instances where students positioned their parents as mathematically knowledgeable. To some students, it was important to know mathematical concepts in the mother tongue to be positioned as knowledgeable in mathematical conversations at home. This suggests that pedagogical practices should not only facilitate the transition of students’ everyday experiences into mathematics classrooms but also explore how school mathematics can be transitioned out of school, particularly considering transnationalities where ways of knowing transcend national boundaries.

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.

The aim of this study is to gain a deeper insight into how various socially shaped and culturally and disciplinary given resources for meaning making are used and can be used in a translanguaging science classroom, and how these resources interact and complement each other based on how they are used, and the meaning potential that each resource constitutes. The research questions are: What semiotic resources do students and teachers employ as they engage in science? What do the various resources contribute to in the learning processes, and what are – or might be – their limitations? In the paper, data previously used to explore multilingually students´ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective are reanalysed using multimodal interaction analysis, which is a powerful tool for examining multilingual students’ use of multiple modalities, including gesture, facial expression, and drawing in science practices.By extension, this can create knowledge about how teaching can be designed so that a wide range of semiotic resources are incorporated, both verbal and non-verbal, in multilingual science classrooms to create increased opportunities for active participation for all students.

This paper reports on an arts-based embodied mathematics workshop with teachercandidates on binary number patterns, based on a poem by Mike Naylor. We use the notionof crafting to consider that cognitive activities are not separated from the body, but that thephysical body and the cognitive abilities form one unit, one activity. In the crafting activities,teacher candidates responded to the workshop material while at the same time the materialresponded to their actions. Often, work with real materials and physical movement is considered appropriate only for ‘the little children’; as learners become older and more capablemathematically, they are expected to learn simply by mental effort and a few symbolic markson paper. The Binary Balcony Workshop and the mathematical artwork made by theseteacher candidates offers a counterexample of ways people are capable of building sophisticated, complex mathematical understandings in practices of correspondence with materialsand design. We aim for a ‘third space’ between crafting and mathematics, favoring neitherone nor the other, but inspiring new creative work in the liminal space between embodiedarts and mathematics. 

Det här är en kunskapsöversikt om hur studenter med funktionsnedsättning tar till sig kurslitteratur i ljudformat. I fokus står läspraktiken lyssningsläsning och dess betydelse inom högre utbildning. Målgruppen för kunskapsöversikten är framför allt bibliotekarier och undervisande personal på högskolor och universitet som möter studenter med behov av att lyssningsläsa. Myndigheten för tillgängliga medier och Malmö universitet har tagit fram kun skapsöversikten tillsammans. Malmö universitetsbibliotek har även bidragit genom att utföra sökningar i vetenskapliga databaser. Vi har tematiserat publikationerna som ingår i kunskapsöversikten under fyra rubriker: - • Rätten att läsa på lika villkor • Lyssningsläsning som läspraktik • Teknik och format som stöd för tillgänglig läsning • Bemötande, attityder och kunskaper kring lyssningsläsning Från analysen av forskningen som ingår i kunskapsöversikten drar vi följande slutsatser: Trots ökande behov av tillgänglig läsning bland högskole- och universitetsstudenter med funktionsnedsättningar finns begränsad forskning om lyssningsläsning i högre utbildning. Det behövs fler användarstudier och kvalitativ forskning om olika behov av lyssningsläsning. Universitetslärare och bibliotekarier behöver få kontinuerlig utbildning i inkluderande pedagogik och kunskap om olika funktionsnedsättningar för att kunna möta studenternas behov. Inkluderande pedagogik och teknik bör vara integrerad i undervisningen från början, och kursmaterial bör vara tillgängligt och universellt utformat. Det är också viktigt att synliggöra lyssningsläsning utifrån ett rättighetsperspektiv.

In this plenary paper my intention is to elaborate on how immigrants may be positioned according to some storylines that relate to mathematics education that circulate in the public sphere. I also consider some storylines that could be identified in the research literature which relate to mathematics education and migration. Finally, I draw on an affirmative approach that aims at acknowledging immigrant students' struggles as well as their knowl-edges, hopes, desires and visions. My aim is to broaden the scope of storylines about mathematics education in times of migration. I would like us who are mathematics educators and who do research in mathematics education to contribute to making a wider range of position-ings available to immigrant mathematics students and their teachers. 

In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.

This study investigates the application of Multimodal Learning Analytics (MMLA) in language practice, specifically within the authentic and dynamic environment of language café settings. The MMLA Model for Design and Analysis (MAMDA), a design science approach, is utilized to systematically explore the requirements for designing the MMLA system. We identify and map three elements: 1) Learning indicators, referring to spoken language learning signs, such as tone, amount and frequency of speech, and pronunciation. 2) Respective modalities and sensors, referring to the format of data to be collected and 3) Analytics models, including NLP models, that can be employed to identify and process the modalities. We propose a conceptual system that utilizes AI voice assistant while simultaneously collecting audio data for MMLA to enhance language learning experiences. The system is meant for providing insights into learning patterns, participant engagement, and the overall effectiveness of language practice strategies. While presenting a novel system showcasing the use of AI and data analytics in a unique educational setting, the study's central focus is to test and critically reflect on MAMDA as a framework for designing and analyzing MMLA systems.

Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingual and multimodal nature of learning processes in science. These developments prompt us to reflect on the distinct identity and impact of languages and literacies on the contemporary discourse in science education, especially in light of technological innovations (e.g. large-language models) and societal developments (e.g. multilingual contexts). This position paper offers an opportunity to assess the field's past developments and future directions, building on a recent meeting of the Special Interest Group (SIG) on Languages and Literacies in Science Education under the European Science Education Research Association (ESERA). We present viewpoints from four founding members of the SIG, discussing current trends, challenges, and visions for the future. Ultimately, this paper invites our global community to engage in informed dialogues on the role and value of languages and literacies in science education today.

ChatGPT, a chatbot based on a Generative Pre-trained Transformer model, can be used as a teaching tool in the educational setting, providing text in an interactive way. However, concerns point out risks and disadvantages, as possible incorrect or irrelevant answers, privacy concerns, and copyright issues. This study aims to categorize the strategies used by undergraduate students completing a source-based writing task (SBW, i.e., written production based on texts previously read) with the help of ChatGPT and their relation to the quality and content of students’ written products. ChatGPT can be educationally useful in SBW tasks, which require the synthesis of information from a text in response to a prompt. SBW requires mastering writing conventions and an accurate understanding of source material. We collected 27 non-expert users of ChatGPT and writers (Mage = 20.37; SD = 2.17). We administered a sociodemographic questionnaire, an academic writing motivation scale, and a measure of perceived prior knowledge. Participants were given a source-based writing task with access to ChatGPT as external aid. They performed a retrospective think-aloud interview on ChatGPT use. Data showed limited use of ChatGPT due to limited expertise and ethical concerns. The level of integration of conflicting information showed to not be associated with the interaction with ChatGPT. However, the use of ChatGPT showed a negative association with the amount of literal source-text information that students include in their written product.

This study examines how eight-year-old students engage in teacher-guided digital online reading during internetsearches for specific information. The research focuses on the students’ digital literacy and their ability toevaluate sources and decode complex text. We have used Luke and Freebody’s four resources model and theconcept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. Thestudy involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students weredivided into small groups to encourage interaction. Data were collected through audio and screen recordings andwere multimodally transcribed to provide a detailed account of the children’s internet search interactions. Thestudy reveals that while students demonstrated proficiency in using digital tools and navigating the internet, theyoften struggled to assess source credibility and critically interpret the information they encountered. Further-more, the study highlights the importance of guiding young students in navigating the complex media landscape,emphasizing the need to enhance their knowledge of different types of sources and the categories of individualsproducing content. The researchers found that students’ prior knowledge, such as familiarity with printed books,played a role in how they approached online reading, sometimes leading to difficulties in adapting their stra-tegies for digital formats. In conclusion, this research underscores the need for explicit instruction and collab-orative efforts in the classroom to develop students’ digital reading skills and their ability to critically assessonline sources, thus bridging the gap between technological proficiency and effective digital literacy. Thefindings offer insights for educators in preparing young readers for digital literacy and effective online infor-mation evaluation.

Undervisning på sfi (svenska för invandrare) är sparsamt studerad, och det saknas studier som belyser aktuella satsningar på att knyta sfi till sammanhang utanför klassrummet. Det aktuella bidraget bygger vidare på ett följeforskningsprojekt om kommunal en satsning på språkpraktik. Tidigare resultat har visat att sfi-elever genom språkpraktik på olika arbetsplatser fick möjlighet att träna på vardagliga samtal med L1-talare av svenska (Walldén, 2023) samt att presentationer och uppföljningar av en praktikrelaterad ordförrådsuppgift skapade möjligheter för kunskapsbyggande samtal om kollokationers betydelse och användning i olika sammanhang (Walldén, 2024). Föreliggande konferensbidrag fokuserar i stället på inslag av grammatikundervisning i arbetet med muntliga presentationer kopplade till elevernas språkpraktik.  Syftet är att belysa hur kunskaper om grammatik kopplades till kommunikativa sammanhang när sfi-elever, tillsammans med en erfaren sfi-lärare, förberedde, genomförde och följde upp muntliga presentationer kopplade till elevernas språkpraktik. Etnografiskt inspirerade metoder, med observationer, anteckningar och ljudinspelningar, användes för att dokumentera lektioner där elever på sfi C och D arbetade med praktikuppgifter under 7 lektioner. Teoretiska utgångspunkter hämtades i formfokuserad undervisning (Ellis, 2016) samt, för att vidga perspektivet bortom grammatisk korrekthet, kontextualiserad grammatikundervisning (Myhill et al., 2012). Resultatet visar att läraren och eleverna uppmärksammade betydelsen av en utvecklad syntax för att genomföra muntliga presentationer, samt förde samtal kring morfologi utifrån vokabulär eleverna hade valt ut på praktikplatserna. Det fördes även samtal om grammatiskt modus där eleverna bidrog med sina flerspråkiga kunskaper. Studien är relevant för konferensen genom sin inriktning mot andraspråksundervisning för vuxna migranter.

Referenser  

Ellis, R. (2016). Anniversary article. Focus on form: A critical review. Language Teaching Tesearch, 20(3), 405–208. https://doi.org/10.1177/1362168816628627 

Myhill, D., Jones, S., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. 

Walldén, R. (2024). Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary. Linguistics and Education, 80, 1–16. https://doi.org/10.1016/j.linged.2024.101272   

Walldén, R. (2023). Adult migrants’ voices about learning and using Swedish at work placements in basic language education. Studies in the Education of Adults. https://doi.org/10.1080/02660830.2023.2246763  

Syftet med denna studie är att bidra med kunskap om vad som utgör kraftfull kunskap (powerful knowledge) (Young, 2013) i årskurs 6 där ämnena svenska och svenska som andraspråk undervisas integrerat. Studien är finansierad av Crafoordska stiftelsen och utgårfrån följande frågeställningar: i) Vilka prioriteringar uttrycker lärare gällande ämnesinnehål loch kraftfull kunskap i integrerad sva/sve-undervisning? ii) Vad utmärker lärarnas didaktiskaval för att stödja elevernas språk- och kunskapsutveckling i den integrerade undervisningen? Data samlades in under våren 2023, i två klasser i årskurs sex på två skolor, där minsthälften av eleverna hade utländsk bakgrund. Materialet består av semistrukturerade lärarintervjuer samt fältanteckningar och foton från observationer av 31 lektioner. Materialet analyserades genom tematisk innehållsanalys utifrån teoretiska perspektiv om kraftfullkunskap och epistemisk kvalitet (Hudson m.fl., 2023). Epistemisk kvalitet är ett mått på hurett ämnesspecifikt undervisningsinnehåll omsätts i undervisningen i interaktion mellan lärare och elev och kan således definiera vad kraftfull kunskap innebär på klassrumsnivå.Preliminära resultat visar att lärarnas didaktiska val, såsom litteraturval och arbetssätt, i stor utsträckning påverkas av de skilda förutsättningarna i de två elevgrupperna, vilket i sin tur har betydelse för den epistemiska kvaliteten i undervisningen. Studien är relevant för konferensen genom att bidra med kunskap om den integrerade undervisningspraktiken isvenska och svenska som andraspråk, vilket är ett underbeforskat ämne.

Referenser:

Hudson, B., Gericke, N., Olin-Scheller, C., & Stolare, M. (2023). Trajectories of powerfulknowledge and epistemic quality: analysing the transformations from disciplines acrossschool subjects. Journal of Curriculum Studies, 55(2), 119-137.

Young, M. (2013). Overcoming the crisis in curriculum theory: a knowledge-based approach.Journal of Curriculum Studies, 45(2), 101–118.

Tidigare studier om svenska för invandrare (sfi) har undersökt klassrumsinteraktion (NorlundShaswar & Wedin, 2019), transspråkande och multimodalitet i elevernas skrivande (Wedin m.fl., 2018), lärarrespons på elevernas texter (Jacobson, 2019), samt olika aktörers uppfattningom utbildningen (Ahlgren & Rydell, 2020). Med tanke på att sfi-undervisningen oftakritiserats för att inte erbjuda sina elever tillräckliga förutsättningar att utveckla enkommunikativ språkförmåga (Lindberg & Sandwall, 2017; Skolinspektionen, 2018) är detförvånande att inga studier undersökt språkutvecklingen på sfi. Föreliggande studie bidrar tillatt fylla denna kunskapslucka genom att, med både longitudinella data och entvärsnittsdesign, undersöka utvecklingen av kommunikativ språkförmåga hos elever på ensydsvensk sfi-utbildning. Forskning har föreslagit att utvecklingen av en kommunikativspråkförmåga hos vuxna andra språks inlärare kan främjas genom att deras utbildning kopplastill verkliga kommunikationssituationer utanför klassrummet, till exempel genomarbetsplatspraktik. Samtidigt visar denna forskning att praktikplatser inte alltid erbjuder sinapraktikanter goda möjligheter att använda och utveckla målspråket (Sandwall, 2013; Walldén,2023). Inga studier, varken nationella eller internationella, har dock testat effekten av praktikpå elevernas språkutveckling. Föreliggande kvantitativa effektstudie bidrar till att fylla ävendenna kunskapslucka. I studien deltog 37 sfi-elever på kurs C och D. Alla ingick i enkommunal satsning på yrkesinriktad svenska. Elva av deltagarna följde därutöver en parallellkurs som inbegrep att de två dagar i veckan var på en så kallad språkpraktik. Dennaspråkpraktik innebar bland annat att uppgifter med koppling till arbetsplatsen förbereddes ochföljdes upp i klassrummet. Studiens material utgörs av texter – personliga brev med fokus påyrkesliv – som deltagarna, under kontrollerade förhållanden, skrev vid två tillfällen med tremånaders mellanrum. Texternas kvalitet bedömdes holistiskt av fem erfarna andraspråksläraremed metoden jämförande bedöm ning (Pollitt, 2012). På så sätt tillskrevs varje text en poäng,vilken sedan användes som beroende variabel i en regressionsmodell av typen mixed effects.Jämförelser mellan skrivtillfälle 1 och 2 (den longitudinella studien) och mellan kurs C och D(tvärsnittsstudien) visar tydligt att den kommunikativa språkförmågan utvecklades hoseleverna på den aktuella sfi-utbildningen. Beträffande en eventuell effekt av språkpraktik sågvi att utvecklingen hos eleverna med praktik i genomsnitt var något större än utvecklingen hoseleverna utan, men standardfelet var stort och effekten var långt ifrån signifikant. Dettabekräftar vad som framkommit i tidigare studier, nämligen att arbetsplatspraktik inte perautomatik erbjuder vuxna andraspråksinlärare goda möjligheter att utveckla sinkommunikativa språkförmåga (Sandwall, 2013; Walldén, 2023). Detta resultat innebär intenödvändigtvis att den kommunala satsningen på språkpraktik var misslyckad. Trots färreundervisningstimmar uppvisade eleverna med praktik inte en långsammare språkutvecklingän eleverna utan, och deras upplevelser av praktiken var mestadels positiva (Walldén , 2023). Sammantaget är vår förhoppning är att resultaten ska bidra till en mer nyanserad diskussion,både när det gäller i vilken utsträckning sfi- undervisning leder till språkutveckling och närdet gäller eventuella effekter av specifika didaktiska modeller, i detta fall språkpraktik.

Referenser Ahlgren, K., & Rydell, M. (2020). Continuity and change: Migrants’ experiences of adultlanguage education in Sweden. European Journal for Research on the Education andLearning of Adults, 11(3), 399–414. https://doi.org/10.3384/rela.2000-7426.ojs1680 Jakobson, L. (2019). Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk.Teoretiska perspektiv,responspraktik och uppfattningar. Göteborgs universitet.Lindberg, I., & Sandwall, K. (2017). Conflicting agendas in Swedish adult second languageeducation. I: Kerfoot, C., & Hyltenstam, K. (red.). (2017). Entangled discourses: South-Northorders of visibility. Taylor & Francis, 119–136.Norlund Shaswar, A., & Wedin, Å. (2019). Language learning strategies and teachingpractices in adult l2 education: The case of swedish for immigrants. Apples: Journal ofApplied Language Studies, 13(3), 17–34.http://dx.doi.org/10.17011/apples/urn.201907063590Pollitt, A. (2012). The method of adaptive comparative judgement. Assessment in Education:Principles, Policy & Practice, 19(3), 281–300.https://doi.org/10.1080/0969594X.2012.665354Sandwall, K. (2013). Att hantera praktiken: Om sfi-studerandes möjligheter till interaktionoch lärande på praktikplatser. Göteborgs universitet.Skolinspektionen (2018). Undervisning i svenska för invandrare. Stockholm:Skolinspektionen.Walldén, R. (2023). Adult migrants’ voices about learning and using Swedish at workplacements in basic language education. Studies in the Education of Adults, 1– 23.https://doi.org/10.1080/02660830.2023.2246763Wedin, Å., Rosén, J., & Hennius, S. (2018). Transspråkande och multimodalitet igrundläggande skriftspråksundervisning inom sfi. Pedagogisk forskning i Sverige, 23(1–2),15–38.

This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences in the academy. The findings show that students experience considerable anxiety and stress regarding finding enough time for reading tasks and comprehending what they read. They soon discover that extensive reading is a prerequisite for writing, questioning, and active participation in lectures and seminars. Despite experiences of lack of support from their teachers, most students identify new approaches and strategies to develop their reading, moving from passive to active engagement with texts. The findings implicate that continuous support from disciplinary experts is crucial for students' reading and writing development. Such support includes inviting students to participate in disciplinary practices, its tools, concepts, ways of thinking, genres used, approaches to reading, and what it means to reason, analyze, and argue in a discipline.

Föreställningen om flerspråkiga elevers första språk har förespråkats som en resurs i matematikinlärning under en tid. Men få studier har undersökt hur implementering av elevers L1 i undervisningen påverkar flerspråkiga elevers möjligheter till matematikinlärning. Utifrån en 9 månader lång etnografisk studie genomförd i Iran undersöker vi vad en långsiktig förskjutning från matematikundervisning på undervisningsspråket (persiska) till matematikundervisning som innefattar elevernas modersmål (turkiska) kan innebära mtt lärandemöjligheter. I språkpositiva klassrum ingår elevernas socialisering till matematik och språk att använda elevernas modersmål och att uttrycka uppmärksamma olika aspekter av språkanvändning i matematik. Socialiseringsevenemang ger bland annat möjligheter att dela förklaringar av matematiskt tänkande. Resultaten av denna studietid på användningen av elevers modersmål kan förstärka andra språkliga positiva socialiseringsmöjligheter och ge matematikinlärningsmöjligheter under individuella uppdragsaktiviteter. Vidare tyder resultaten på att det tänkta värdet av matematikundervisning i lokalsamhällena förändrades i och med att elevernas L1 introducerades i undervisningspraktiken. Följaktligen indikerar denna studie att användningen av elevers modersmål i matematikklassrum kan vara en nyckelfråga i flerspråkiga sammanhang.

I denna fallstudie analyseras narrativt parskrivande i två skrivsituationer med sju elever från årskurs 1. De två situationerna utmärker sig genom olika iscensatta läranderesurser för att uppmärksamma eleverna på flera berättelseelement. Utifrån ett designteoretiskt ramverk undersöks hur elevernas situerade intresse promptas mot berättelseelementen och hur eleverna i samtal och skrivande re-designar berättelseelement.

Analysen är genomförd i tre faser där 1) berättelseelement identifieras, 2) prompt­ningarna av elementen i de olika läranderesurserna, modelltext och två grafiska modeller, sätts i relation till varandra, och 3) berättelseelementens möjliga funktioner i ett narrativ problematiseras. Underlaget består av tre läranderesurser, transkriptioner av elevernas samtal under skrivprocesserna, deras skrivna texter och transkriptioner av efterföljande parintervjuer där eleverna reflekterar över sitt skrivande och berättelser.

Resultaten visar att de olika läranderesurserna erbjuder eleverna olika uttryck för berättelsestrukturer. Strukturerna re-designas med en variation av en- och flerepisodisk struktur i de olika skrivsituationerna. Eleverna visar också ett genomgående intresse för att bygga spänning och stöper om berättelseelement som karaktärsdialoger för att uppnå detta. Berättarperspektiv, som enligt tidigare forskning brukar skifta i unga elevers berättelser, är konsekvent i tredjeperson. Det speglar hur läranderesurserna modellerar berättarperspektiv i båda skrivsituationer. Trots att röd tråd begreppsliggörs i en av de grafiska modellerna har eleverna svårt att specificera hur en röd tråd realiseras i en berättelse. Deras förslag är i stället exempel på sagor utan en röd tråd. Likt tidigare studier påvisas också att elevernas skrivprocesser präglas av ett starkt fokus på lokal textnivå, trots att läranderesurserna uppmärksammar andra berättelseelement.

Finding a partner and establishing a happy family together is a project intimately connected withchoosing where to live. The sense of place is often discussed in relation to belonging and to widernarratives of nation and culture (Yuval-Davis, 2011), but it is also a way to understand everydaypractices relating to personal life (Harris et.al, 2021). As May and Nordqvist (2019: 177) argue,‘personal life says something about both us as individual people, and the social context in which welive’. In our article, we explore the personal lives of individual people in the particular social context ofrural lives. In our study we have worked with connecting theoretical perspectives of rural sociology totheory of personal lives (Smart, 2007; May and Nordqvist, 2019) by considering how conceptions oflove, childhood, and family life are understood in rural contexts in Sweden. Our interview study ofpersonal lives for individuals have been explored in a rural context. Complex personal narratives onrural lives are presented from the perspective of the ‘ordinary’. Our results present accounts on howideals of family and rural life are negotiated and how families who consider themselves happy withtheir personal lives conceptualise their choices in relation their rural home. Finding a partner andestablishing a happy family together is a project intimately connected with choosing where to live. Ourfindings show how ideals of rural living and family life is negotiated by taking account of a bricolage ofnostalgic notions of the countryside, its freedom as well as more modern conceptions of gender equalfamily practices

The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid-19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three ‘making’ stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper.

En lärare ska berätta, visa, förklara, instruera, ställa frågor och låta eleverna uttrycka och ta del av varandras tankar och synpunkter, skriver Filippa Mannerheim. Detta är enkelt att hålla med om. Däremot ger Mannerheim och andra flitiga skoldebattörer en direkt missvisande bild av dagens skola genom att påstå att lärare inte undervisar på detta sätt, skriver Robert Walldén.

This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analysis was based on transcribed audio recordings and underpinned by the theoretical perspective of knowledge-building interaction. As a theoretical contribution to the field, the study develops the concepts of contextual elaboration and shifts. The findings show that some students successfully used placement experiences to contextualize their chosen words, while others found it challenging to contextualize abstract words. In the follow-up discussions, the teacher, and the students collaboratively and multi-contextually expanded on word meanings by exploring different collocations and contexts of use.

Research topic/aim

Despite Swedish as a Second Language (SSL) being its own subject in the Swedish school system since 1995, there is surprisingly little research on the actual teaching practices within the subject, particularly in the earlier school years. The purpose of this study is to contribute knowledge about the conditions teachers create for language and knowledge development in the subject of Swedish as a Second Language in elementary school. More specifically, it examines how experienced SSL teachers support students' literary understanding and develop their language repertoire.

Theoretical framework

The study is theoretically based on Langer's stances (2011) for developing students' literary understanding, in conjunction with the notion of interactional scaffolding to support language and knowledge development (Gibbons, 2006; Walldén & Nygård Larsson, 2021).

Methodological design

Data was collected during two months in the spring of 2023 in two sixth-grade classes, where a large proportion of the students had a migration background. During this period, both teachers worked with shared reading of a fiction book. The material consists of a total of 31 recorded classroom observations, field notes, photos, and interviews with the two teachers. Thematic content analysis was used to analyze the material in tandem with Langer's stances.

Expected conclusions/findings

Preliminary results show that in the work of shared reading of a fiction book, teachers use various types of reading-related activities in their instruction. They discuss the content of the books and link the reading to both their own reading experience and to contexts outside the text. There is a consistent focus on developing students' language in the instruction, which is shown in discussions and through various support materials such as visual aids and reading and writing strategies. Metalinguistic strategies are also highlighted by encouraging students to “derive” and “pull apart” words. The attention to language is integrated into a collaborative reading practice in which the students are encouraged to seek for deeper meaning in the texts and “daring to fail” when they express ideas using the target language.  

Relevance to Nordic educational research

The findings of this study are relevant to the conference as it contributes to knowledge about SSL subject teaching practices.

Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom. 

Placed within language and literature didactics this qualitative practice-based study with a multimodal perspective aims to explore the potentials for meaning-making through photography. 

 Despite that, the digitization of society has facilitated access to various modes of meaning-making and has had a major impact on how we communicate and learn, new possibilities for meaning-making using for example film or photography are poorly explored in both research and education. This justifies a broad aim and an explorative study. In aiming for an explorative methodology, cooperation was initiated with a group of interested teachers, and the design of the cooperation and the data collection was inspired by educational design research. Meaning-making processes through photography, editing, and discussions about photographs were explored with pupils aged 10-12 years in social science, religion, Swedish, Swedish as a second language, and English. The data comprises video documentation, observational notes, and the pupils’ photographs (and some films). The pupils used apps on iPads as tools for taking photographs and editing.

 A central concept in the study is affordance. The analysis focuses on what affordances for meaning-making pupils realize in their photographs and edited images and in literacy events when they take photographs, as well as edit and discuss photographs. With an ambition to contribute to a deeper understanding of the interplay between literacy events and realized affordances used for meaning-making an analytical model is created and used in the study based on social semiotic theory. The key for this model is the literacy event as an analytical unit within which semiosis as an iterative movement is emphasized. These literacy events are also analyzed with a focus on how the pupils move between different positions and perspectives. 

 An important finding is that pupils show a high level of agency in using different semiotic resources. Affordances related to both the materiality of the photograph as a 2d, static, and stable representation as well as abstract affordances as different kinds of relations between the inner interpretation and the photograph (iconic, symbolic, and indexical) and semiotic resources as boundaries and the negative space are realized. The meaning-making processes that occur when the pupils take photographs and edit are characterized by a high level of physical and cognitive motion, in contrast to the meaning-making processes when the pupils are supposed to discuss the photographs. However, in some situations, the type of questions posed by the teacher seem to contribute to more motion in this meaning-making process leading to an exploration of different possibilities to see with the help of other pupils’ utterances.

The study contributes to the development of the research field of language and literature didactics by exploring meaning-making through photography, and the use of the literacy event as the analytical focus in exploring potentials for meaning-making. Besides that, it is argued that designing the data collection with inspiration from educational design research strengthens the theoretical contribution of the study.

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.

The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.

Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately. 

This article explores students' experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretative multiple-case study built on semi-structured interviews with students in two higher education contexts, Argentina and Sweden. The results show that most students experience similarly interrelated changes concerning self-confidence, knowledge- and language abilities, critical thinking, and values and beliefs. For some students, these changes lead to profound shifts in how they perceive themselves and their possibilities. Such transformative experiences are emancipatory and empowering, giving students more control over their lives. Other students are gradually changing, experiencing growth in knowledge, literacy, and self-confidence. However, they do not yet experience profound changes in their worldview and how they perceive themselves. Contextual factors related to family life and future profession affect the significance the students attach to experienced changes.     

Introduction: Research has indicated that Physical Education (PE) is often characterized by teacher-centred teaching (e.g. Byra 2006; Tinning 2010), where the pupils follow instruction and perform pre-established movements (Karlefors and Larsson 2018). Pupils are expected to listen, do as they are told, and follow rules (Fitzpatrick and Russell 2015; Quennerstedt 2013). PE teaching has been described as an act of control (Quennerstedt 2013), and teachers face the dilemma of letting go of control and still having enough control to make sure that the lesson smoothly moves forward (Alfrey and O'Connor 2020). However, when the pupils are given more power and the teacher applies student-centred teaching, the pupils get to come up with ideas and make decisions (e.g. Byra 2006; Garrett and Wrench 2018; Mattsson and Larsson 2021). This is significant because it can develop PE and contribute to meaning making among pupils and their experiences of movement. This article aims to analyse the use of exploratory circus assignments in PE teaching and to discuss this in relation to current school norms. Biesta's (The Beautiful Risk of Education [Paradigm Publishers 2014]) concept of risk, which means not knowing the outcome, is used. The article problematizes pupils' own ideas and suggestions in relation to prevailing norms in school. What happens when pupils participate in teaching based on exploratory circus assignments? Exploration, playfulness, and expression were focused, and the lessons were characterized by the absence of primary focus on competitiveness as a counterweight to traditional PE content. Methods: A research teacher (a university teacher with experience teaching school PE and circus) conducted 10 lessons together with 20 pupils (aged 10) and their PE teacher using exploratory circus assignments. Data was collected through participant observation, video observation, and field diary. The data analysis generated three themes, Following instruction, Limited exploration, and Shared power, that were reviewed in relation to the theoretical framework. Results: The results show that the research teacher and the PE teacher resisted embracing risk in PE due to the prevailing norms and what Biesta (2014) describes as the practice of schooling. They focused on keeping the pupils in order rather than being flexible and open to unknown outcomes. The exploratory circus assignments involved risk to different extents, and the research teacher's tendency to embrace risk increased over time. Her letting go of control enabled her to embrace risk. It did not mean a total relinquishment of control, but rather not having exclusive control over the decision-making and meaning-making processes. When she shared the power with the pupils, new and other movements could be explored. The results show that pupils' actions can be more educative than what teachers initially consider. Conclusion: Teachers need to relinquish control to conduct teaching which embraces risk. Doing so enables them to share power with the pupils, which allows pupils to explore and discover different ways of moving and using the material. Exploratory circus assignments can enable risk embracement in PE and function as a way for teachers to reflect upon pedagogical considerations and practice the sharing of power with their pupils.