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Nehez, J., Karlsson, A. & Svensson Källberg, P. (2023). Försök till transspråkande undervisning: tre typpraktiker. Educare (1), 183-215
Open this publication in new window or tab >>Försök till transspråkande undervisning: tre typpraktiker
2023 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 183-215Article in journal (Refereed) Published
Abstract [en]

Today many classrooms in Sweden are multilingual, characterized by a diversity of linguistic, cultural and epistemological resources available for teaching and learning. Handling this diversity puts certain demands on teachers in order to provide all students equal learning opportunities in a context where the language of instruction is Swedish. As a response to this, local school development projects based on multilingualism as a resource have been initiated. This study focuses on two such projects with the aim to deepen the knowledge about how translanguaging teaching practices can be developed. To make visible what characterizes as well as enable and constrain translanguaging teaching practices under development, the theory of practice architectures is used. Three different practices are identified The Multilingual, The Ambivalent multilingual and The Monolingual teaching practice. The practices are formed by differing cultural-discursive, material-economic and social-political arrangements. Above all, cultural-discursive arrangements such as norms and ideas affect the differences between the three practices. Existing norms and ideas affect how material and economic resources, mostly identic in all three practices, are used. Furthermore, monolinguistic norms seem to form hierarchical relations. Thus, we argue to develop translanguaging practices multilingual norms are important to develop.

Place, publisher, year, edition, pages
Malmö University Press, 2023
Keywords
multilingualism, practice architectures, study guidance in the mother tongue, translanguaging
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-61142 (URN)10.24834/educare.2023.1.744 (DOI)
Available from: 2023-06-20 Created: 2023-06-20 Last updated: 2023-08-30Bibliographically approved
Svensson Källberg, P., Karlsson, A. & Nygård Larsson, P. (2023). Spaces for multilingualism in mathematics classrooms? – teachers’ views and experiences. In: : . Paper presented at CIEAEM 74, Mathematics and practices: Actions for futures, Malmö, 15-19 August 2023.
Open this publication in new window or tab >>Spaces for multilingualism in mathematics classrooms? – teachers’ views and experiences
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper sets out to describe a research project and to present and discuss some of its preliminary 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 diversity 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 resources teachers express they draw on for teaching mathematics in multilingual settings, and their perceptions and experiences of teaching mathematics in multilingual settings. The preliminary findings indicate that the teachers draw on different meaning-making resources, with an emphasize 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 reason about the value of a multilingual approach and more less of concrete multilingual methods and strategies for teaching mathematics to multilingual students. They express positive views about multilingualism as a resource for learning mathematics at the same time as they show a hesitancy towards it, demonstrating an ambivalence towards it.

Abstract [fr]

Cet article vise à décrire un projet de recherche et à présenter et discuter certains de ses résultats préliminaires issus d'une phase exploratoire initiale. Le projet est mené en collaboration avec des professeurs de mathématiques et de sciences dans quatre écoles obligatoires ordinaires présentant une forte diversité linguistique dans le cadre géographique d'une région majoritairement urbaine de Suède. L'objectif général de l'étude est de générer des connaissances sur les potentiels pédagogiques et les limites des pratiques multilingues dans l'enseignement des mathématiques et des sciences. Dans cet article, nous nous appuyons sur des entretiens avec des enseignants, ainsi que sur des ateliers dans lesquels enseignants et chercheurs ont collaboré, pour explorer les diverses ressources créatrices de sens sur lesquelles les enseignants déclarent s'appuyer pour enseigner les mathématiques dans des contextes multilingues, ainsi que leurs perceptions et expériences d'enseignement. mathématiques dans un contexte multilingue. Les résultats préliminaires indiquent que les enseignants s'appuient sur différentes ressources de création de sens, en mettant l'accent sur les ressources qui peuvent être liées à un enseignement sensible à la langue. Il semble plus facile pour les enseignants de raisonner sur un enseignement des mathématiques sensible à la langue que sur un enseignement des mathématiques multilingue. Les enseignants raisonnent sur la valeur d'une approche multilingue et plus encore sur les méthodes et stratégies multilingues concrètes pour enseigner les mathématiques à des élèves multilingues. Ils expriment des opinions positives sur le multilinguisme en tant que ressource pour l'apprentissage des mathématiques, tout en manifestant une hésitation à son égard, démontrant une ambivalence à son égard.

National Category
Educational Sciences
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-64343 (URN)
Conference
CIEAEM 74, Mathematics and practices: Actions for futures, Malmö, 15-19 August 2023
Available from: 2023-12-13 Created: 2023-12-13 Last updated: 2023-12-13Bibliographically approved
Nygård Larsson, P., Karlsson, A. & Svensson Källberg, P. (2023). Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education. In: TIM 2023: Book of Abstracts. Paper presented at Translanguaging in the Age of (Im)mobility Fourth International Conference on Translanguaging Dates: 12-14 June 2023 Dalarna University, Falun, Sweden.
Open this publication in new window or tab >>Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
2023 (English)In: TIM 2023: Book of Abstracts, 2023Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The project Spaces for multilingualism is founded by the Swedish Research Council (2022-2026). The purpose of the interdisciplinary 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, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds. The presentation will focus on the explorative phase of the study and the preliminary results from interviews with students and teachers as well as workshops in which teachers and researchers collaborated. We will also present the ongoing preparations for the interventional phase of the study.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-61279 (URN)
Conference
Translanguaging in the Age of (Im)mobility Fourth International Conference on Translanguaging Dates: 12-14 June 2023 Dalarna University, Falun, Sweden
Projects
https://mau.se/forskning/projekt/utrymme-for-flersprakighet/
Funder
Swedish Research Council
Available from: 2023-06-22 Created: 2023-06-22 Last updated: 2023-07-05Bibliographically approved
Karlsson, A., Nygård Larsson, P., Svensson Källberg, P. & Jakobsson, A. (2023). Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education. In: Metin Sardag; Gokhan Kaya (Ed.), ESERA 2023: Abstract book. Paper presented at The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023. , Article ID 1065.
Open this publication in new window or tab >>Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
2023 (English)In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of the interdisciplinary 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, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds.

Keywords
explorative interventional study, spaces for multilingualism, translanguaging
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-62455 (URN)
Conference
The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023
Funder
Swedish Research Council, 2021-04155
Available from: 2023-09-12 Created: 2023-09-12 Last updated: 2023-09-15Bibliographically approved
Karlsson, A. & Holmström, H. (2022). NTA och språk: nya former för undervisning i språkligt heterogena klassrum. In: Svensk förening för forskning i naturvetenskapernas didaktik (FND) 2022, Sundsvall, 8-10/11 2022: Praktiknära skolforskning om undervisning i naturvetenskap. Paper presented at Svensk förening för forskning i naturvetenskapernas didaktik (FND) 2022 (pp. 17-18). Sundsvall: Mittuniversitetet
Open this publication in new window or tab >>NTA och språk: nya former för undervisning i språkligt heterogena klassrum
2022 (Swedish)In: Svensk förening för forskning i naturvetenskapernas didaktik (FND) 2022, Sundsvall, 8-10/11 2022: Praktiknära skolforskning om undervisning i naturvetenskap, Sundsvall: Mittuniversitetet , 2022, p. 17-18Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Elevers deltagande i NTA[1]-undervisning under mellanstadiet har positiva effekter på ämnesbetygen i de naturvetenskapliga ämnena. Emellertid är denna effekt lägre för elever med utländsk bakgrund. Därav har NTA nu fokus på språkutvecklande arbetssätt för att främja alla elevers lärande. Att utveckla NTA-undervisningen utifrån språkliga perspektiv är även något som efterfrågas av lärare som arbetar med NTA i Malmö grundskolor och stämmer väl överens med Malmö stads policy att bidra till att samtliga professioner har den kompetens och kunskap som behövs för att kunna erbjuda en språklig stimulans som kompenserar för elevers skilda förutsättningar. En viktig beståndsdel i ett sådant arbete är att förtydliga ämnesspråkens centrala roll för elevers begreppsutveckling och lärande. Vidare menar flera forskare att en medveten pedagogisk användning av transspråkande undervisningsstrategier ökar förutsättningarna för bland annat flerspråkiga elever att utveckla kunskaper och litteracitet inom de naturvetenskapliga ämnena. 

Mot denna bakgrund inleddes våren 2022 ett forsknings- och utvecklingsprojekt i samverkan mellan Malmö stad och Malmö universitet som utgår från följande frågeställning: 

·        På vilka sätt kan NTA-undervisningen främja alla elevers utveckling av ämneskunskaper och litteracitet i de naturvetenskapliga ämnena?

Under våren 2022 observerades NTA-undervisning av forskare och NTA-samordnare. I anslutning till observationerna genomfördes reflekterande samtal med undervisande lärare. I samtalen och observationerna identifierades utvecklingsmöjligheter i NTA-undervisningen utifrån språkliga perspektiv, såsom exempelvis att skapa ökade möjligheter för elever att uttrycka sig på olika sätt. Med utgångspunkt i de identifierade utvecklingsmöjligheterna genomförs läsåret 22/23 praktiknära interventionsstudier som kommer presenteras på konferensen.

[1] NTA (Naturvetenskap och teknik för alla) är ett skolutvecklingsprogram inom naturvetenskap, teknik och matematik med undervisningsmaterial, lärarhandledning och kompetensutveckling.

 

 

 

 

 

Place, publisher, year, edition, pages
Sundsvall: Mittuniversitetet, 2022
Keywords
NTA, språkutvecklande undervisning, transspråkande
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-56116 (URN)
Conference
Svensk förening för forskning i naturvetenskapernas didaktik (FND) 2022
Projects
Utrymme för flerspråkighet? En tvärvetenskaplig studie av pedagogiska möjligheter och begränsningar för flerspråkiga förhållningssätt och aktiviteter i matematik- och NO-undervisning
Available from: 2022-11-18 Created: 2022-11-18 Last updated: 2022-11-21Bibliographically approved
Karlsson, A., Nygård Larsson, P. & Jakobsson, A. (2022). Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet (1ed.). In: Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 245-278). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 245-278Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-53461 (URN)978-91-44-15241-7 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Karlsson, A., Olander, C., Jakobsson, A., Johansson, S. & Nygård Larsson, P. (2021). Challenges and Possibilities in Multilingual Swedish Classrooms. In: : . Paper presented at The 14th Conference of the European Science Education Research Association (ESERA 2021).
Open this publication in new window or tab >>Challenges and Possibilities in Multilingual Swedish Classrooms
Show others...
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent years, the increased globalization has led to Swedish science classrooms, just as in the rest of Europe, involving a variety of languages and cultures, which places particular demands on science education. The use of the functionally scientific language is characterized by complexity, which often hinders students’ learning in science. For students whose first language is different than the language of instruction, this can be a great challenge. In this presentation, we relate to two studies – (1) a web-based vocabulary test, and (2) an ethnographic study of a translanguaging science classroom – to illustrate how multilingual students’ use of translanguaging can constitute a resource for science learning. The studies reveal that multilingual students move in loops between discursive and national languages in their conversations about the scientific content. The students commonly use their first language (Arabic) when moving toward an everyday discourse and use their second language (Swedish) when approaching the scientific discourse. Moreover, analyses show how the students often use both Swedish and Arabic to clarify semantic relationships between scientific words and concepts in translanguaging science classrooms (TSC). The students commonly express the subject-specific words in Swedish, while the descriptive, clarifying, interconnecting words and phrases describing the semantic relationships often are expressed in Arabic. In this way, both Arabic and Swedish become linguistic and cognitive tools when students learn science. With increased awareness of the complex subject-specific language and multilingual students’ use of their entire linguistic repertoires in a TSC, increased conditions for the development of significant pedagogical tool can be created that can help science educators frame learning in linguistically and culturally diverse classrooms and give students greater opportunities to participate in the science instruction contexts, to influence their learning situation and to put students in a position as co-constructors of their own learning.

Keywords
Multilingualism, The role of Language in Science Education
National Category
Educational Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-45658 (URN)
Conference
The 14th Conference of the European Science Education Research Association (ESERA 2021)
Available from: 2021-09-06 Created: 2021-09-06 Last updated: 2022-04-26Bibliographically approved
Karlsson, A., Nygård Larsson, P. & Jakobsson, A. (2021). Students’ Multilingual Negotiations of Science in Third Space. In: Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson (Ed.), Translanguaging in Science Education: (pp. 119-141). Springer
Open this publication in new window or tab >>Students’ Multilingual Negotiations of Science in Third Space
2021 (English)In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 119-141Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the complexity of learning processes in a translanguaging science classroom (TSC). We explore multilingual students’ use of their first and second languages in authentic meaning-making in translanguaging situations in a middle school in Sweden. In the analysis, we interpret these classroom situations as multilingual hybrid spaces, in which both content and languages are simultaneously negotiated in order to create meaning. The aim is to investigate how these situations may contribute to the development of students’ conceptual knowledge and language use in science. The negotiations are illustrated as movements in multilingual discursive loops, which includes immediate and dynamic movements between “national languages” (Swedish and Arabic) and different discourses (every-day and scientific) with support from multimodal resources. We describe these movements in a model and conclude that the students’ language and conceptual development is largely enabled by opening up the multilingual negotiation spaces that constitute a TSC.

Place, publisher, year, edition, pages
Springer, 2021
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
Keywords
Language and conceptual development, Multilingual discursive loops, Science education, Subject-specific language, Translanguaging
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50389 (URN)10.1007/978-3-030-82973-5_7 (DOI)978-3-030-82972-8 (ISBN)978-3-030-82973-5 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Karlsson, A. (2021). Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts. In: Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson (Ed.), Translanguaging in Science Education: (pp. 1-11). Springer
Open this publication in new window or tab >>Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts
2021 (English)In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 1-11Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2021
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50388 (URN)10.1007/978-3-030-82973-5_1 (DOI)978-3-030-82973-5 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Karlsson, A. (Eds.). (2021). Translanguaging in Science Education. Springer
Open this publication in new window or tab >>Translanguaging in Science Education
2021 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Springer, 2021. p. 275
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50387 (URN)10.1007/978-3-030-82973-5 (DOI)978-3-030-82973-5 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-10-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8751-2698

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