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Svensson Källberg, PetraORCID iD iconorcid.org/0000-0002-8012-6310
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Publications (10 of 22) Show all publications
Righard, E., Svensson Källberg, P., Amadasi, S., Damery, S., Slany, K. & Droessler, T. (2023). Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse (1ed.). In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 143-164). Routledge
Open this publication in new window or tab >>Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse
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2023 (English)In: Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration / [ed] Claudio Baraldi, Routledge, 2023, 1, p. 143-164Chapter in book (Refereed)
Abstract [en]

The overall aim of the chapter is to contribute to the discussion on how teachers’ facilitation of classroom interaction can be understood in view of mono- and bi-/multilingual norms, and more specifically how teachers relate to, make use of, and strengthen children’s epistemic authority through language competences in the multilingual classroom. The analysis is primarily based on two sets of data. First, teacher interviews which answer to what problems and solutions teachers experience concerning teaching and learning in the multilingual classroom, and how they view their role as facilitator of dialogue and a promoter of agency and hybrid integration in relation to this. Secondly, video-recordings of classroom interaction in selected European localities teachers’ facilitation of dialogue were explored with regard to considering monolingual and bi-/multilingual ideologies and the promotion of hybrid integration. The analysis shows how the monolingual ideology permeates the data material. Students’ multilingual resources are not recognised and valued; consequently, multilingual students’ agency and epistemic authority is hindered. However, there are glimpses of “cracks” where spaces for alternative practices can be developed, in which students can use their full linguistic repertoire, including varying named languages to express their views or ideas beyond the language of instruction, which create potentials for strengthening students’ participation in classroom interactions. The chapter argues that children’s language competences should be integral to understandings of their epistemic authority and calls for further research into how strategies that accomplish this can be developed and transferred across classrooms and localities, with the purpose of strengthening all children’s epistemic authority in education.

Place, publisher, year, edition, pages
Routledge, 2023 Edition: 1
Series
Migration and Education
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-61795 (URN)10.4324/9781003341772-8 (DOI)2-s2.0-85166162211 (Scopus ID)9781003341772 (ISBN)9781032377810 (ISBN)
Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2024-01-11Bibliographically approved
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
Svensson Källberg, P. & Ryan, U. (2022). "Förklara hur du tänkte!": Matematisk litteracitet och in(ex)kludering. In: Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 31-60). Lund: Studentlitteratur AB
Open this publication in new window or tab >>"Förklara hur du tänkte!": Matematisk litteracitet och in(ex)kludering
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, p. 31-60Chapter in book (Other academic)
Abstract [sv]

Matematisk litteracitet kan definieras på många olika sätt. Varje definition försöker fånga vad det innebär att kunna ta sig fram i världen med matematik. Genom att definiera matematiskt litteracitet på ett visst sätt främjas, implicit eller explicit, ett visst slags matematiskt kunnande och därmed vissa slags sociala praktiker medan andra tonas ned eller rent av exkluderas. Det väcker frågor om hur elever inkluderas och exkluderas i relation till matematisk litteracitet i skolan. Utifrån ett kritiskt perspektiv belyser vi tre olika fall som relaterar till matematik, kroppen och tingen, matematik och flerspråkighet, samt matematik och social klass, för att visa hur vissa sociala praktiker och därmed vissa elever begränsas eller rent av exkluderas när uppmaningen ”Förklara hur du tänkte” genomsyrar matematikundervisning. Genom att anlägga ett kritiskt perspektiv vill vi uppmärksamma frågor om social rättvisa och bidra till att utmana och vidga synen på matematisk litteracitet.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-53689 (URN)978-91-44-15241-7 (ISBN)
Funder
Malmö University
Available from: 2022-06-30 Created: 2022-06-30 Last updated: 2023-07-05Bibliographically approved
Ryan, U. & Svensson Källberg, P. (2022). Multilingual students' talk about their work to relocate school academic mathematics in home-school transitions. In: : . Paper presented at CERMETwelfth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education
Open this publication in new window or tab >>Multilingual students' talk about their work to relocate school academic mathematics in home-school transitions
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

We interviewed groups of students in a language diverse school, where the prevailing language norm was Swedish only, to answer the question; What do students say about relocating school academic mathematics in transitions between home and school? The students mentioned relocating school academic mathematical concepts, problem solving and arithmetical methods from home to school and vice versa. The relocating work provided resources for mathematics learning and feelings of being smart and mathematically knowledgeable and the opposite. We conclude that pedagogical designs that enhance students' first languages and home cultures as resources may benefit from considering students' work with relocating school academic mathematics to enhance opportunities for mathematics learning.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2022
Keywords
multilingualism, mathematics, transitions, home, school
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56879 (URN)9791221025378 (ISBN)
Conference
CERMETwelfth Congress of the European Society for Research in Mathematics Education
Available from: 2022-12-21 Created: 2022-12-21 Last updated: 2023-08-23Bibliographically approved
Chronaki, A., Planas, N. & Svensson Källberg, P. (2022). Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms. Teachers College record (1970), 124(5), 108-126
Open this publication in new window or tab >>Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms
2022 (English)In: Teachers College record (1970), ISSN 0161-4681, E-ISSN 1467-9620, Vol. 124, no 5, p. 108-126Article in journal (Refereed) Published
Abstract [en]

Background: The focus on translanguaging practices in multilingual classrooms canbe seen, by and large, as responding to risks of violence entailed in diverse contextsof language use, including the teaching and learning of mathematics. However, thepractice of translanguaging alone cannot counteract the hegemonic authority ofmonolingual and monologic curricula being present through interactions amongteachers, students, and researchers, as well as material resources.Purpose: Drawing on Bakhtin’s philosophy of language, we discuss dialogicalityas a critical and democratic organizing principle for the pervasive polyphony thatcharacterizes every utterance constituting heteroglossia. Dialogicality reconstitutesour relation to language through the “other” and the need to see any utterance as anonteleological process among subjects and objects. As such, the aim is to explorehow acts of dialogicality may address the potential risks of onto/epistemic violence intranslanguaging practices. Focusing on either emergent or orchestrated translanguagingin three European states: Greece, Catalonia and Sweden, we discuss how dialogicalityallows for alternative accounts of language use in complex classroom events.Method: Methodologically, we start by encountering the sociopolitical contextof monolingual and monologic curricula in Europe, where the three cases wetheorize take place, along with our considerations for dialogicality in the realm oftranslanguaging. Our theorizing-in-practice unfolds a double effort in reading. First,what can we read today as risks of onto/epistemic violence in each of these cases?1Malmö University, Malmö, Sweden2Autonomous University, Barcelona, Catalonia, Spain3Malmö University, Malmö, SwedenCorresponding Author:Anna Chronaki, Malmö University, Skåne County, Malmö 205 06, Sweden.Email: anna.chronaki@mau.se1104040TCZXXX10.1177/01614681221104040Teachers College RecordChronaki et al.research-article2022  Chronaki et al. 109And second, what is the potential of dialogic translanguaging across the cases andwithin the boundaries of state monolingual policy and monologic discursive cultureof school mathematics?Findings: The present article contributes by discussing dialogicality as a relationalonto/epistemology toward addressing translanguaging practices. Concerning thefirst question, our theorizing-in-practice shares evidence of the inevitable presenceof onto/epistemic violence in every utterance. The limited scope of a crudemathematisation process through language appears continuously in mathematicsclassrooms, serving to place either the object or the subject into fixed narratives.Regarding the second question, our dialogical reading of translanguaging denotes theimportance of the importance of minor responding(s) to such moments of violentrisk. We understand them as “cracks” in the authoritative status of monolingual andmonologic mathematics curricula; we argue that such minor, yet crucial, cracks areof great significance for creating acts of dialogicality from “below,” disrupting thehegemonic authority of an assumed neutral mathematical language.Conclusions/Recommendations: The risk of onto/epistemic violence is inevitablein any discursive and embodied encounter in multilingual mathematics classrooms,including the translanguaging practices. The study suggests that acts of dialogicalitybecome minor responses to violence in ways that both counteract oppressivemonologic discourse and open toward a relational onto/epistemology withmathematics, children, teachers, material resources, and researchers. Rememberinghow Bakhtin insisted that “language is never unitary” and “dialogue” is not a panacea,we emphasize the need for a continuous focus on creating acts of dialogicality withlanguage and discourse.

Place, publisher, year, edition, pages
Sage Publications, 2022
National Category
Educational Sciences
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-53798 (URN)10.1177/01614681221104040 (DOI)000805995000007 ()2-s2.0-85148525447 (Scopus ID)
Available from: 2022-07-05 Created: 2022-07-05 Last updated: 2024-02-05Bibliographically approved
Svensson Källberg, P., Norén, E. & Ryan, U. (2022). Språk, Kultur och matematik. Nämnaren : tidskrift för matematikundervisning (3), 7-13
Open this publication in new window or tab >>Språk, Kultur och matematik
2022 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 7p. 7-13Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Språk, kultur och matematik är ett nationellt lärar- och forskarnätverk som bildades 2021. Här beskrivs villkoren för dagens matematikundervisning och det arbete som görs av forskare och lärare för att bättre förstå och utveckla matematikundervisningen i mångkulturella, flerspråkiga matematikklassrum. Avslutningsvis bjuds intresserade in att delta i nätverket.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2022. p. 7
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56754 (URN)
Available from: 2022-12-15 Created: 2022-12-15 Last updated: 2023-07-05Bibliographically approved
Svensson Källberg, P. & Ryan, U. (2022). Study guidance in Arabic in mathematics – tutor resources. In: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bolzano (en ligne), Italy. ffhal-03748555: . Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education (CERME12. European Society for Research in Mathematics Education
Open this publication in new window or tab >>Study guidance in Arabic in mathematics – tutor resources
2022 (English)In: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bolzano (en ligne), Italy. ffhal-03748555, European Society for Research in Mathematics Education, 2022Conference paper, Poster (with or without abstract) (Refereed)
Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2022
Keywords
language as resource, mathematics, epistemology, study guidance in mother tongue
National Category
Educational Sciences
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56885 (URN)9791221025378 (ISBN)
Conference
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12
Available from: 2022-12-22 Created: 2022-12-22 Last updated: 2023-07-05Bibliographically approved
Projects
CHILD-UP; Publications
Rohr, M., Foertsch, L., Droessler, T., Harju, A., Hautamäki, T., Jousmäki, H., . . . Wagner, H. (2024). “Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning. Revista Española de Sociología, 33(2), a215-a215Righard, E., Svensson Källberg, P., Amadasi, S., Damery, S., Slany, K. & Droessler, T. (2023). Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse (1ed.). In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 143-164). RoutledgeDamery, S., Ślusarczyk, M., di Napoli, E. & Righard, E. (2023). The complex position of migrant children in European legislation and education. In: Brandi, Claudio (Ed.), Exploring the narratives and agency of children with migrant backgrounds within schools: Researching hybrid integration (pp. 32-48). Milton Park and New York: Routledge
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8012-6310

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