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Walldén, Robert, PhDORCID iD iconorcid.org/0000-0002-2565-8875
Alternative names
Biography [eng]

PhD and Associate Professor in Swedish and Didactics with an interest in instruction, texts and pedagogic communication in second language teaching. My research is lagerly based on linguistic and sociological theories.

 

Biography [swe]

Jag är filosofie doktor och docent i svenska med didaktisk inriktning. Mina forskningsintressen rör lärandeaktiviteter, texter och pedagogisk kommunikation i andraspråksundervisning. Jag baserar min forskning på utbildningssociologisk och språkvetenskaplig teori.

 

Publications (10 of 80) Show all publications
Walldén, R. (2024). Accepting or Challenging the Given?: Critical Perspectives on Whole-class Readings of Texts in Social Studies. Journal of Language, Identity & Education, 23(1), 66-81
Open this publication in new window or tab >>Accepting or Challenging the Given?: Critical Perspectives on Whole-class Readings of Texts in Social Studies
2024 (English)In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 23, no 1, p. 66-81Article in journal (Refereed) Published
Abstract [en]

Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Classroom discourse, colonialism, critical discourse analysis, critical literacy, social semiotics, textbooks
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-46249 (URN)10.1080/15348458.2021.1958685 (DOI)000696274600001 ()2-s2.0-85114908255 (Scopus ID)
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2024-01-11Bibliographically approved
Walldén, R. (2024). Adult migrants' voices about learning and using Swedish at work placements in basic language education. Studies in the Education of Adults, 56(1), 43-65
Open this publication in new window or tab >>Adult migrants' voices about learning and using Swedish at work placements in basic language education
2024 (English)In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 56, no 1, p. 43-65Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Adult migrants, basic language education, placements, second-language teaching, workplace literacy
National Category
Specific Languages
Identifiers
urn:nbn:se:mau:diva-63499 (URN)10.1080/02660830.2023.2246763 (DOI)001083234700001 ()2-s2.0-85174204283 (Scopus ID)
Available from: 2023-11-07 Created: 2023-11-07 Last updated: 2024-03-28Bibliographically approved
Walldén, R. (2024). Att främja elevers språkliga deltagande genom skrivande och litteraturarbete. In: Annsofie Engborg (Ed.), Språk- och kunskapsutvecklande arbetssätt i årskurs 4–9: Klassrumsnära exempel (pp. 76-92). Stockholm: Lärarförlaget
Open this publication in new window or tab >>Att främja elevers språkliga deltagande genom skrivande och litteraturarbete
2024 (Swedish)In: Språk- och kunskapsutvecklande arbetssätt i årskurs 4–9: Klassrumsnära exempel / [ed] Annsofie Engborg, Stockholm: Lärarförlaget , 2024, p. 76-92Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2024
Keywords
språkutveckling, skrivpedagogik, litteraturarbete, flerspråkighet, svenska som andraspråk, klassrumsinteraktion
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-67190 (URN)9789188149978 (ISBN)
Funder
The Crafoord Foundation, 20220501
Available from: 2024-05-11 Created: 2024-05-11 Last updated: 2024-05-14Bibliographically approved
Walldén, R. (2024). Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary. Linguistics and Education, 80, Article ID 101272.
Open this publication in new window or tab >>Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
2024 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 80, article id 101272Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Adult education, Knowledge-building interaction, Second-language instruction, Swedish for immigrants, Vocabulary explanations, vuxenutbildning, kunskapsbyggande interaktion, andraspråksundervisning, svenska som andraspråk, ordförrådsundervisning, språkpraktik, svenska för invandrare
National Category
Didactics Specific Languages
Identifiers
urn:nbn:se:mau:diva-66311 (URN)10.1016/j.linged.2024.101272 (DOI)001181500100001 ()2-s2.0-85184782321 (Scopus ID)
Available from: 2024-03-12 Created: 2024-03-12 Last updated: 2024-04-26Bibliographically approved
Lindholm, A. & Walldén, R. (2024). ”Dare to fail”: Supporting literary understanding and language development in Swedish as a second language. In: : . Paper presented at NERA: The Nordic Educational Research Association (NERA) 2024 : Adventures of Education: Desires, Encounters and Differences, Malmö University, March 6-8 2024 (pp. 183-183).
Open this publication in new window or tab >>”Dare to fail”: Supporting literary understanding and language development in Swedish as a second language
2024 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

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.

Keywords
literature teaching, second-language education, Swedish as a second language, elementary school, discursive strategies, literary understanding
National Category
Didactics Languages and Literature
Identifiers
urn:nbn:se:mau:diva-66289 (URN)
Conference
NERA: The Nordic Educational Research Association (NERA) 2024 : Adventures of Education: Desires, Encounters and Differences, Malmö University, March 6-8 2024
Projects
Att lära svenska på svenska: Ämnesspecifika textpraktiker i mellanstadiets sva-undervisning
Funder
The Crafoord Foundation, 20220501
Available from: 2024-03-09 Created: 2024-03-09 Last updated: 2024-04-02Bibliographically approved
Agebjörn, A. & Walldén, R. (2024). Effekten av språkpraktik på sfi-elevers utveckling av kommunikativ språkförmåga. In: Språk och kommunikation i en digitaliserad värld, ASLA 2024, 18–19 april 2024: Abstrakthäfte. Paper presented at ASLA 2024, Språk och kommunikation i en digitaliserad värld, Falun 18-19 april, 2024 (pp. 12-13). Högskolan Dalarna
Open this publication in new window or tab >>Effekten av språkpraktik på sfi-elevers utveckling av kommunikativ språkförmåga
2024 (Swedish)In: Språk och kommunikation i en digitaliserad värld, ASLA 2024, 18–19 april 2024: Abstrakthäfte, Högskolan Dalarna, 2024, p. 12-13Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

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.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2024
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-67263 (URN)
Conference
ASLA 2024, Språk och kommunikation i en digitaliserad värld, Falun 18-19 april, 2024
Available from: 2024-05-17 Created: 2024-05-17 Last updated: 2024-05-17Bibliographically approved
Walldén, R. (2024). GP Debatt: Skoldebattörer sprider en felaktig bild av lärares undervisning. Göteborgsposten (240311)
Open this publication in new window or tab >>GP Debatt: Skoldebattörer sprider en felaktig bild av lärares undervisning
2024 (Swedish)In: Göteborgsposten, ISSN 1103-9345, no 240311Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

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.

National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-66312 (URN)
Available from: 2024-03-12 Created: 2024-03-12 Last updated: 2024-03-13Bibliographically approved
Hevelius, M. & Walldén, R. (2024). Ordförråd på sfi-elevers villkor. Lisetten, 32(1), 7-9
Open this publication in new window or tab >>Ordförråd på sfi-elevers villkor
2024 (Swedish)In: Lisetten, Vol. 32, no 1, p. 7-9Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
språkpraktik, svenska för invandrare, svenska som andraspråk, vuxenpedagogik, ordförråd
National Category
Didactics Specific Languages
Identifiers
urn:nbn:se:mau:diva-66500 (URN)
Available from: 2024-03-26 Created: 2024-03-26 Last updated: 2024-03-27Bibliographically approved
Ridell, K. & Walldén, R. (2024). Prompting story elements in first grade: An intermodal approach for exploring two teachers’ orchestrations. Multimodality & Society, 4(1), 29-57
Open this publication in new window or tab >>Prompting story elements in first grade: An intermodal approach for exploring two teachers’ orchestrations
2024 (English)In: Multimodality & Society, ISSN 2634-9795, E-ISSN 2634-9809, Vol. 4, no 1, p. 29-57Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Sage Publications, 2024
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-63162 (URN)10.1177/26349795231205199 (DOI)
Available from: 2023-10-16 Created: 2023-10-16 Last updated: 2024-02-08Bibliographically approved
Malilang, C. S. & Walldén, R. (2024). Revamping Mrs. Piggle-Wiggle in Classroom Practice: Negotiating Stereotypes, Literary Language, and Outdated Values. Children's Literature in Education, 55(1), 122-139
Open this publication in new window or tab >>Revamping Mrs. Piggle-Wiggle in Classroom Practice: Negotiating Stereotypes, Literary Language, and Outdated Values
2024 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 55, no 1, p. 122-139Article in journal (Refereed) Published
Abstract [en]

In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick), and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections.

Place, publisher, year, edition, pages
Springer, 2024
Keywords
Classroom studies, Gender roles, Literary language, text reception, third space, value
National Category
General Literature Studies
Identifiers
urn:nbn:se:mau:diva-50644 (URN)10.1007/s10583-022-09481-0 (DOI)000762252500001 ()2-s2.0-85125379928 (Scopus ID)
Funder
Malmö University
Available from: 2022-03-16 Created: 2022-03-16 Last updated: 2024-03-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2565-8875

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