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Young L2-learners' meaning-making in engaging in computer-assisted language learning
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).ORCID-id: 0000-0002-3785-6334
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).ORCID-id: 0000-0002-3564-9390
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.ORCID-id: 0000-0003-1923-4328
2021 (Engelska)Ingår i: The EUROCALL Review, E-ISSN 1695-2618, Vol. 29, nr 1, s. 2-18Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.

Ort, förlag, år, upplaga, sidor
The European Association for Computer Assisted Language Learning , 2021. Vol. 29, nr 1, s. 2-18
Nyckelord [en]
Digital meaning-making, multilingual practice, newly arrived students, orchestration, second language acquisition, Swedish as a second language, translanguaging
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:mau:diva-56178DOI: 10.4995/eurocall.2021.12859OAI: oai:DiVA.org:mau-56178DiVA, id: diva2:1712625
Tillgänglig från: 2022-11-22 Skapad: 2022-11-22 Senast uppdaterad: 2023-07-04Bibliografiskt granskad
Ingår i avhandling
1. Utforskande meningsskapande via digital teknik i sva-undervisning: en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk
Öppna denna publikation i ny flik eller fönster >>Utforskande meningsskapande via digital teknik i sva-undervisning: en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk
2022 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

An important issue in teaching and research is how newly arrived students best can develop their linguistic resources in learning. The overall aim of the dissertation is to contribute with in-depth knowledge of the context for newly arrived primary school students' digital meaning-making in Swedish as a second language (SSL) when the subject is studied in parallel with Swedish. The context includes the orchestration and content of the teaching, resources for meaning-making, reading and writing processes, and texts; all aspects are essential for the students' scope for meaning-making. This dissertation contains four articles, each aiming to answer the over-arching research questions. I have chosen to divide the context of newly arrived primary school students' digital meaning-making into three levels: conceptual, didactic, and production level. The levels are three different layers rather than a hierarchical system; the levels interact with each other and can move upwards or downwards in the system. 

The first level, which I chose to call conceptual, concerns teachers' experiences teaching newly arrived students with digital technology in Swedish. Through fieldwork and interviews, I study how teachers manage linguistic complexity involving increasingly digitized teaching. I investigate how teachers' reason whether digital technology can support or hinder learning Swedish as a second language. Here, I focus on the teachers' experiences and perceptions of using technology to help newly arrived students' learning. 

The second level-the didactic level -focuses on teaching with digital tools and how digital technology affects the organization of teaching in the classroom. How linguistic and spatial boundaries are challenged and handled in teaching with digital technology is studied through observations of teaching. I explore how teachers' teaching orchestration contributes to newly arrived students' opportunities for digital meaning-making, how teachers scaffold newly arrived pupils' digital text activities, and how the teachers use the students: multilingual resources. 

The third level, the production level, focuses the context surrounding students' text creation and agency in the writing process. In the dissertation, the production level is studied via written text activities, as part of students' meaning-making. I have observed teachers' writing instructions and analysed student texts to explore how newly arrived students create meaning, communicate, and express thehemselves with digital technology and how they can use their multilingual potential in digital writing within different text types.  types. 

This thesis takes its point of departure in sociocultural perspectives that are an overarching term for several closely related human learning (Vygotsky, 1978). By studying how people use tools or tools to understand, act and interact in the outside world and how people adopt, or appropriate, the mediating tools, it is possible to approach how people learn (Salji:i, 2020). Language is a mediating tool, a dynamic and constantly evolving sign system that interacts with other forms of expression (Saljo, 2020). 

The thesis also has a multimodal perspective (Kress & Van Leeuwen, 2006; Selander, 2017). Multimodality focuses on the different symbols people use to communicate with each other and express themselves (Kress, 2009). Different modalities can give room for multilingual ways of expression. In the thesis, I study how students use modalities in digital meaning-making processes and how students and teachers interpret and get involved in meaning-making. In analyzing students' digital meaning- making and their digital compositions, it is essential to notice how different modalities can contribute to how students use their multilingual palette.

The overall methodological approach in the thesis is an ethnographic case study. I chose the case study approach to capture the complexity and activities of a school subject (Cohen, Manion, & Morrison, 2011, p. 128). Inspired by Yin (2009), I intended to create broad empirical material to understand and analyze the context of newly arrived primary school students' digital meaning-making in SSL. Levy and Moore (2018) argue for qualitative methods to investigate how language teaching uses technology. Through qualitative research, learning processes can be studied moment by moment via the alternating use of an outside and an inside perspective.  

The thesis's most important results are that teachers had an inclusion focus on digital technology, where newly arrived students, together with teachers and other classmates, explored digital meaning-making through multilingualism and translanguaging. However, multilingual components were nothing the newly arrived students could build on in digitally mediated narrative and retelling texts.

One of the main contributions of the thesis is how it empirically visualized the context for newly arrived primary school students as well as opportunities and limitations in digital text activities in the Swedish subject. The study results contribute to developing teaching with a multilingual perspective regarding how technology is used, the orchestration of educati9n, and how students are scaffolded. 

Ort, förlag, år, upplaga, sidor
Malmö: Malmö University Press, 2022. s. 133
Serie
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 103
Nyckelord
Digital literacy practices, digital meaning-making, newly arrived immigrant students, reading and writing development in a second language, scaffolding, translanguaging
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:mau:diva-56179 (URN)10.24834/isbn.9789178773411 (DOI)978-91-7877-340-4 (ISBN)978-91-7877-341-1 (ISBN)
Disputation
2023-01-20, Hörsal C på Niagara, Nordenskiöldsgatan 1, Malmö, 12:55 (Svenska)
Opponent
Handledare
Tillgänglig från: 2022-12-19 Skapad: 2022-11-22 Senast uppdaterad: 2023-01-25Bibliografiskt granskad

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Hell, AnnaGodhe, Anna-LenaWennås Brante, Eva

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