The study aims to highlight learning processes in a drama- and language-integrated university course. The theoretical framework for the study is the theory of multimodal design for learning (Selander & Kress, 2021). According to this theory, the teacher designs for students’ learning, the students design and represent their learning as a final product and between these processes, there is a dividing line. The data consists of classroom observations in the drama classroom, field notes, audiotaped tutorials, and discussions that the students have both in the student group and with the drama teacher, written submissions of the students’ drafts, and the drama teacher’s oral and written feedback. The results show that learning appears through several micro-processes of understanding, interpreting, designing, discussing, reflecting, and performing, and not just a final product. The results also show that the feedback the students get from the drama teacher and other students supports their learning.

The present case study examined how the languages are illustrated in the six Swedish curricula for compulsory school between 1962 and 2022, which also are the material for the study. The theoretical model for the study is the nexus analysis described by Scollon & Scollon (2004). The model is a discourse analytical model with three analytical units. One of them is the historical body. With this unit, it was analysed how the Swedish curricula illustrate the development of Swedish society after the Second World War. The second one is the interaction order. The analytical question for this unit is: Which languages are made visible in the curricula and how they are described? The third unit is discourses in place. The analytical question for this unit is: Which language discourses are dominated in the Swedish curricula over time? The preliminary results show that there was only one syllabus for the school subject Swedish in the curriculum from 1962 and 1969. All students must also understand the Nordic languages. The Finnish language occurs as a national minority language in these curricula. No other minority languages, neithernational nor other than national, occur in these curricula, but it is named that “deviations in foreign students’pronunciation should be noted”. In the last Swedish curricula from 2011 and 2022, there are two school subjects in the Swedish language, one in Swedish and another in Swedish as a second language. The second one addresses students with a mother tongue other than Swedish. The students must understand the Nordiclanguages and know their salient differences. Besides the syllabus in the Swedish language, there are several syllabuses in the school subject Mother Tongue. The school subject Mother Tongue included five national minority languages, Finnish, Sami, Jiddisch, Meänkieli, Romani Chib and minority languages other thannational minority languages.

Syftet med föreliggande studie var att analysera lärares lärprocesser vid de utmaningar som uppstår när de prövar nya arbetssätt i klassrummet. Mer specifikt handlar studien om sju grundskollärare i årskurserna 1–6 som introducerar pedagogiskt transspråkande för sina elever. Med pedagogiskt transspråkande avses ett medvetet arbetssätt för att tillvarata elevers språkliga och kulturella mångfald. Studiens teoretiska ramverk är Selanders och Kress (2010) teori om lärande som kommunikativa aktiviteter varvid information transformeras till kunskap. Materialets semi-strukturerade intervjuer har analyserats genom kvalitativ innehållsanalys (Berg, 2001). Med utgångspunkt från lärarnas egna beskrivningar analyseras deras lärprocesser när de möts av utmaningar i samband med pedagogiskt transspråkande, vilket, vad vi vet, inte tidigare uppmärksammats inom forskning. Resultatet visar hur lärare lär sig att arbeta flexibelt i mötet med elever med språklig och kulturell mångfald.

I den svenska skolan är 26 % av eleverna utrikesfödda eller har en eller båda föräldrar som är utrikesfödda (Skolverket 2022). Av dessa elever har en del kommit till Sverige efter skolstart och måste därför förhållandevis snabbt erövra ytterligare ett språk förutom förstaspråket för att klara skolan. Syftet med föreliggande longitudinella studie är att analysera två elevers skriftspråkliga utveckling från deras ankomst vid årskurs fyra och framöver under mellanstadiet. Båda eleverna har tidigare litteraciterats på ett språk som inte är deras ursprungliga förstaspråk, vilket innebär att de behärskade flera språk vid ankomsten till Sverige. Det huvudsakliga materialet består av elevtexter i form av dagböcker och arbetsuppgifter från hela mellanstadiet. Som bakgrundsmaterial finns också enkäter och inspelade samtal. Elevernas namn är anonymiserade, vårdnadshavarna har fått information enligt VR:s forskningsetiska principer (2002 och 2017) samt gett skriftligt samtycke. Eleverna har fått information enligt de forskningsetiska principerna och samtyckt muntligt. Materialet har analyserats med utgångspunkt från satsgrammatiska och textgrammatiska analysverktyg (Platzack, 1987; Teleman m.fl., 1999; Ekeroth, 2011).

Tidigare forskning har vid analys av högstadieelevers texter vid nationella prov visat att flerspråkiga elever som börjat lära sig svenska efter skolstart fortfarande ofta har ett antal avvikelser från målspråket (Magnusson, 2011). Även om eleverna kan hantera svenskan någorlunda korrekt är informationsstrukturen oftast inte helt idiomatisk sett ur svenska språkets synvinkel (Lindgren & Svensson, 2015). I denna studie lyfts inte slutprodukten under ett tillfälle utan vi följer elevernas skrivprocess under hela mellanstadiet. Våra preliminära resultat visar att det finns en avgörande tidsperiod då avvikelserna tycks börja avta samtidigt som satsstrukturerna blir alltmer avancerade.  

Syftet med studien är att undersöka och belysa studenters upplevelser av och tankar om drama- och språkintegrerad undervisning. Frågeställningen som studien ska besvara är: Hur iscensätter studenterna sig själva som lärande individer i slutet av kursen? och Vilka språkförmågor och -färdigheter uppger studenterna ha utvecklat under kursen? Studiens teoretiska grund består av teorin om multimodal didaktisk design för lärande (Selander & Kress, 2010). Materialet för studien består av klassrumsobservationer, videoinspelade intervjuer, och gestaltning samt av skrivna reflektionstexter. Resultatet visar att studenterna är skeptiska mot en drama- och språkintegrerad undervisning vid kursens start. I slutet av kursen är de positivt inställda till arbetssättet i intervjuer och i reflektionstexter, men när de gestaltar lärresurser ser de inte gestaltningen som en sådan.

To dig up the gold. Drama based language instruction in higher education.

This article examines university students’ experiences and thoughts about adrama based language instruction course. The research questions are: How students stage them selves as learnable individuals at the end of the course? and Which language abilities and language skills the students say that they have developed through the course? The theory for the study is the theory of multimodal didactic design for learning (Selander & Kress, 2010). The research approach is a mixed-method and data was collected through classroom observations, video-recorded embodied performance, interviews and students’ written reflections about the drama based language instruction. The result indicates that the students were skeptical in the beginning of the course. In the end of the course the students had a positive attitude in interviews and in their written texts, but they couldn’t see embodied performance as a learning resource when they embodied learning resources in their performance.

The aim of the present case study was to analyse two migrant pupils’ identity constructions in relation to their educational situation. Both pupils had earlier been literated in languages other than the first language spoken at home due to flight and minority situation and were newcomers in the Swedish school at the age of ten. They both come from families with a low educational back-ground. The data was collected for three years from their educational start in the Swedish school to the end of Middle school, and contains interviews, drawings, school diaries, classroom and homework papers. We use Norton’s theory on identity and language learning (Norton 2013) and Gee’s discourse analysis theory as framework (Gee 2014) and as an analytical method (Gee 2011).The findings show that both pupils construct an overarching identity of being mobile pupils in space and time, an identity that consists of multiple identities. They describe themselves as actors in the migration process, not just as participants, and relate their actions in mobility to a before, ongoing and after. They both reveal the identity of being migrant pupils in a host coun-try. Despite their young age the pupils are conscious about the importance of education as social goods (Gee 2011:90) and they identify themselves as am-bitious learners with the support of home and of a translanguaging pedagogy in the classroom and so construct an identity as multilingual winners.

In the 2021 anthology we wrote individual articles on teachers’ translanguag-ing strategies in the preschool classroom (Lupsa, 2021) and on teachers’ pos-sibilities and challenges when using translanguaging strategies in middle school (Svensson, 2021). This time we continue in common to study teachers and their translanguaging strategies in the classroom and in contact with parents. In this paper we will discuss our analysis of seven interviewed teachers' navigation principles (Selander & Kress, 2010) in using translanguaging, and if and how the teachers represent themselves as learning individuals. Translanguaging is a new kind of pedagogical approach for many teachers, and our previous studies have shown that applying translanguaging strategies in the classroom and in contacts with the parents needs considerations and reconsiderations (Svensson, 2020; Svensson et al., 2022; Lupsa, 2022). Our theoretical framework is the theory on design for and in learning (Se-lander & Kress, 2010) and we apply its model with framing, acknowledgment, transformation, re-design and staging processes for new representations of knowledge in both the learning activities in the classroom and in the work with multilingual lessons in collaboration with the pupils’ parents. From the findings we can draw conclusions that, in spite of an asserted multilingual policy frame of the school, there is a great difference between the teachers’ approaches. Refusal to acknowledge translanguaging in education prevents the possibility to go through transformation processes in learning while the utilizing of challenges creates transformations and thus new knowledge how to design and re-design staging with translanguaging strate-gies in the classroom as well as with contacts with parents.

Syftet med studien är att undersöka och belysa studenters upplevelser av och tankar om drama- och språkintegrerad undervisning. Frågeställningen som studien ska besvara är: Hur iscensätter studenterna sig själva som lärande individer i slutet av kursen? och Vilka språkförmågor och -färdigheter uppger studenterna ha utvecklat under kursen? Studiens teoretiska grund består av teorin om multimodal didaktisk design för lärande (Selander & Kress, 2010). Materialet för studien består av klassrumsobservationer, videoinspelade intervjuer, och gestaltning samt av skrivna reflektionstexter. Resultatet visar att studenterna är skeptiska mot en drama- och språkintegrerad undervisning vid kursens start. I slutet av kursen är de positivt inställda till arbetssättet i intervjuer och i reflektionstexter, men när de gestaltar lärresurser ser de inte gestaltningen som en sådan.

The aim of the dissertation is to examine how teachers in preschool class and the first two levels of Swedish school implement discourses in multilingual pupils' language and knowledge development in their mathematics teaching after receiving continuing professional development. The study is based on the thory of mediated discourse analysis and its methodology, nexus analysis (see Scollon & Scollon 2004), which reveals how discourses are translated into action based on three collaborating forces: interaction order, discourses in place, and the historical body. The analysis of the interaction order has been carried out using IR analysis (see Linell & Gustavsson 1987). The discourses in place and the teachers' historical bodies have been analysed using a model of scaffolding strategies (see Hammond & Gibbons 2005) and have been restricted to pupils' need for support in their development in the language og isntruction and to use linguistic and cultural diversity as a learning resource. The material consists of three teachers' final examination assignments in the continuing education, self-recorded lessons in mathematics and follow-up collegial reflection conversations. Also analysed is a questionnaire that the teachers completed before the continuing education started.

The results show that all three teachers support pupils to develop content knowledge in the language of instruction. However, none of the teachers supports the pupils in using linguuistic and cultural diversity as a learning resource. Their teaching is in line with the attitude they showed in the questionnaire responses before the continuing education. The professional development nevertheless seems to have affected the teachers. The collegial discussions show not only that teachers are reinforced in their view of how multingual pupils can be suported in their development of content knowledge in the language of instruction, but also that they have changed their views of how pupils' linguistic and cultural diversity can be utilized as learning resources. With the support of continuing education, all three have plans to test methods that take advantage of pupils' linguistic and cultural diversity in teaching.

Keywords: continuing professional development of teachers, multilingual pupils' language and content development, mediated discourse analysis, scaffolding strategies.