Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Challenges and Possibilities in Multilingual Swedish Classrooms
Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University.ORCID iD: 0000-0001-8751-2698
Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-4463-2707
Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-1438-3607
University of Gothenburgh.
Show others and affiliations
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.

Place, publisher, year, edition, pages
2021.
Keywords [en]
Multilingualism, The role of Language in Science Education
National Category
Educational Sciences
Research subject
Science education
Identifiers
URN: urn:nbn:se:mau:diva-45658OAI: oai:DiVA.org:mau-45658DiVA, id: diva2:1591218
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

Open Access in DiVA

fulltext(182 kB)242 downloads
File information
File name FULLTEXT01.pdfFile size 182 kBChecksum SHA-512
7f17be66b375fef8f425853bdb63ab72b2ac8121393360de5ccbcf9b344cc130515db5c45f3c8a455fad53ad50c4e8e0dfb9785547afd74e03b2baae164dffb4
Type fulltextMimetype application/pdf

Authority records

Karlsson, AnnikaOlander, ClasJakobsson, AndersNygård Larsson, Pia

Search in DiVA

By author/editor
Karlsson, AnnikaOlander, ClasJakobsson, AndersNygård Larsson, Pia
By organisation
Disciplinary literacy and inclusive teachingDepartment of Natural Science, Mathematics and Society (NMS)Department of Culture, Languages and Media (KSM)
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 242 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 425 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf