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  • 1.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts2021In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 1-11Chapter in book (Refereed)
  • 2.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, PiaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.Karlsson, AnnikaMalmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Translanguaging in Science Education2021Collection (editor) (Refereed)
  • 3.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Code-switching as a Linguistic Resource in the Multilingual Science Classroom2016In: Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future;12, University of Helsinki, 2016, p. 1820-1831Conference paper (Refereed)
    Abstract [en]

    This study investigates the significance of language in science learning by analyzing students’ authentic use of language in science in a multilingual classroom. The study is ethnographic and describes how student who have newly arrived in a country use translanguaging, that is, different linguistic resources – in the form of code-switching between their first and second language. The translanguaging process develops as a linguistic movement between students’ everyday practical experience of the world and the subjectspecific discourse that students encounter in the context of school science instruction. The switch between languages often occurs within linguistic loops between discourses, which are an important condition to describe and develop new knowledge. The students often express everyday experiences of the world through their first language, but frequently use their second language for more subject-specific words and terms, such as “carbon dioxide” and “oxygen”. This implies that the linguistic loops constitute a movement between both national languages and different discourses. Thus, the students’ discursive mobility (Nygård Larsson, 2011) increases when they have the opportunity to use both their first and second languages in school science instruction. The translanguaging practice (García & Wei, 2014) enables multilingual students to link abstract subject content to their own experiences, which empowers the students to contextualize the subject and creates preconditions for deeper understanding. An important implication of this finding for science education is that it enables multilingual students to use translanguaging as a linguistic resource, and creates translanguaging situations that encourage and enable code-switching, switching between languages, and different modes of expressions in science instruction contexts.

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  • 4.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Del 5. Didaktiska redskap för att främja läsningen av NO-texter2015Other (Other academic)
    Abstract [sv]

    Elevers förståelse av ämnesinnehållet i NO-texter gynnas av att lärare arbetar systematiskt och strukturerat med läsning. För att göra innehållet i de texter som används i NO-undervisningen mer tillgängligt för elever kan lärare använda sig av olika tillvägagångssätt. Syftet med denna del är att ni ska ta del av och prova några didaktiska redskap för att främja läsningen av NO-texter. Ni ska också tillsammans med kollegor reflektera över och diskutera på vilka sätt dessa redskap kan stötta elever i läsningen av NO-texter.

  • 5.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Del 5. Didaktiska redskap för att främja läsningen av SO-texter2015Other (Other academic)
    Abstract [sv]

    Elevers förståelse av ämnesinnehållet i SO-texter gynnas av att lärare arbetar systematiskt och strukturerat med läsning. För att göra innehållet i de texter som används i SO-undervisningen mer tillgängligt för elever kan lärare använda sig av olika tillvägagångssätt. Syftet med denna del är att ni ska ta del av och prova några didaktiska redskap för att främja läsningen av SO-texter. Ni ska också tillsammans med kollegor reflektera över och diskutera på vilka sätt dessa redskap kan stötta elever i läsningen av SO-texter.

  • 6.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Det flerspråkiga NO-klassrummet2017Conference paper (Other academic)
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  • 7.
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Det flerspråkiga NO-klassrummet: en studie om translanguaging som läranderesurs i ett NO-klassrum2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    Syftet med denna avhandling är att synliggöra flerspråkiga elevers användning av sina första- och andraspråk i ett flerspråkigt NO-klassrum där man använder och uppmuntrar translanguaging och tydliggöra om och i så fall på vilka sätt dessa processer kan skapa förutsättningar för lärande. Avhandlingen utgår från sociokulturella teorier om språk och lärande, med särskilt fokus på social-semiotiska perspektiv. Vidare används dialogiska och pragmatiska paradigm som på olika sätt kan sägas vara sammankopplade med eller bidra till sociokulturella perspektiv på språk och lärande. Dessutom används teorier om translanguaging för att tydliggöra och öka förståelsen för flerspråkiga elevers möte med NO-klassrummet. För att utveckla djupare förståelse för på vilka sätt translanguaging som metod kan skapa ökade förutsättningar för flerspråkiga elevers lärande används en etnografisk datainsamling och forskningsdesign. Studien följer några NO-lektioner varje månad i en mellanstadieklass under tre års tid (2012-2015). Lektionerna dokumenteras med hjälp av fyra videokameror och fyra diktafoner och den totalt inspelade tiden från lektionerna är 117 timmar. Dessutom samlas fältanteckningar, elevtexter och olika undervisningsmaterial in. Datamaterialet består även av inspelade samtal med fyra elever som vid tillfället för datainsamlingen är nyanlända. Analysen visar att eleverna rör sig i språkliga loopar mellan både nationella och diskursiva språk i meningsskapande samtal om det naturvetenskapliga ämnesinnehållet, samt att de använder sina första- och andraspråk för att förklara, beskriva och sammanlänka semantiska relationer inom olika naturvetenskapliga ämnesområden. Vidare visar analysen att elevernas användning av sina första- och andraspråk ofta utgör en resurs i elevernas appropriering av den naturvetenskapliga skoldiskursen. Eleverna och studiehandledaren använder ofta sina första- och andraspråk för att förtydliga ämnesinnehåll och förklara olika klassrumsaktiviteter för varandra. Emellertid avslöjar analysen också situationer i denna praktik där alla tillgängliga resurser inte utnyttjas och kontinuiteten i klassrumsaktiviteterna blir avbruten på olika sätt. Dessa situationer verkar vara konsekvenser av låga förväntningar på elever med begränsad tillgång till undervisningsspråket, vilket uttrycks i en förenkling av det språk som används, kontextualisering av ämnesinnehållet till vardagliga erfarenheter som kanske inte delas av alla elever, samt komplexiteten att översätta och transformera det naturvetenskapliga ämnesinnehållet från ett språk till ett annat (arabiska och svenska) och mellan en vardaglig och en mer akademisk diskurs. Studien bidrar till fältet genom att illustrera vikten av att stödja varje elevs tillgång till de språkliga verktyg som konstituerar det naturvetenskapliga ämnesinnehållet, samt främja användningen av alla tillgängliga resurser, såsom första- och andraspråket, för att relatera det naturvetenskapliga ämnesinnehållet till tidigare erfarenhet och därmed skapa ett kontinuerligt lärande i flerspråkiga NO-klassrum.

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  • 8.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Flerspråkigheten som en språklig resurs i NO-klassrummet2014Conference paper (Other academic)
    Abstract [sv]

    Denna etnografiska studie strävar efter att tydliggöra språkets roll i NO-undervisningen ur ett andraspråksperspektiv. Vilka språk som används och hur språkanvändningen ser ut i autentiska NO-undervisningssituationer i det flerspråkiga NO-klassrummet då eleverna tillåts använda modersmålet. Studiens syfte är att ur ett sociokulturellt perspektiv beskriva och analysera situationer när elever i autentiska NO-undervisningssituationer under diskussioner med kamrater kodväxlar, byter mellan andraspråk och förstaspråk, och undersöka om kodväxlingen utgör en resurs för elevernas diskursiva rörlighet (Nygård Larsson, 2011) dvs. elevernas förmåga att röra sig mellan och inom olika diskurser i det naturorienterande lärandet. På vilka sätt utgör kodväxling mellan modersmål och andraspråk en språklig resurs i en muntlig kommunikativ undervisningssituation i NO för flerspråkiga elever? Vilken betydelse har flerspråkiga elevers kodväxling mellan modersmål och andraspråk i det flerspråkiga NO-klassrummet för en ökad diskursiv rörlighet och vilken betydelse får detta för elevernas möjlighet att vidga och fördjupa lärandet i de naturorienterande ämnena? Studien beskriver genom semantisk konversationsanalys hur flerspråkiga elever använder sina språkliga resurser för att vidga och fördjupa förståelsen för det naturorienterande ämnesinnehållet. Hur eleverna kodväxlar mellan olika språk då de rör sig i en växelverkan mellan en vardaglig diskurs och den vetenskapliga diskursen elever möter i NO-undervisningssammanhang för att skapa större förståelse för det naturorienterande ämnesinnehållet. Elevernas språkliga loopar dvs. eleverna språkliga rörelse mellan och inom de olika diskurserna visas genom att tydliggöra de texter, dvs. de samtal eleverna för i kommunikativa NO-undervisningssituationer. Resultatet pekar på att användningen av modersmålet genom kodväxling, som en resurs i NO-undervisningssituationen ökar elevernas rörelseförmåga mellan och inom olika diskurser. På så sätt vidgar kodväxlingen den flerspråkiga elevens kommunikativa spektrum och leder till att denne kan använda det språk som finns tillgängligt och bäst passar för situationen, vilket leder till en större möjlighet för eleverna att vidga och fördjupa förståelsen för det naturorienterande ämnesinnehållet. Nygård Larsson, P. (2011). Biologiämnets texter: Text, språk och lärande i en språkligt heterogen gymnasieklass Malmö högskola, Lärarutbildningen.

  • 9.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Kodväxling mellan första- och andraspråk som resurs i NO-klassrummet2015Conference paper (Other academic)
    Abstract [sv]

    På seminariet kommer jag att presentera min pågående licenciatstudie om betydelsen av elevernas språkliga resurser i NO-undervisningen. Jag har följt NO-undervisningen i en flerspråkig klass (åk 4-6) under tre år. Ni kommer att få ta del av utdrag från några undervisningssituationer som ingår i undersökningen. Utdragen tydliggör hur nyanlända elever använder sina språkliga resurser genom att kodväxla mellan första- och andraspråk då de rör sig mellan ett vardagligt och ett mer skolinriktat språk som de möter i undervisningen. Eleverna kodväxlar ofta till sitt förstaspråk då de försöker förstå det abstrakta ämnesinnehållet genom att omvandla det till vardagliga händelser. När eleverna rör sig kring ämnesspecifika ord och begrepp använder de oftare sitt andraspråk. Resultatet av studien pekar på att kodväxling är en viktig resurs i undervisningssituationen genom att den ökar elevernas ”diskursiva rörlighet” vilket i sin tur har betydelse för både deras språkutveckling och deras lärande.

  • 10.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    MULTILINGUAL SCIENCE CLASSROOMS2016In: Esera Summer School 2016: Book of Synopsis, University of South Bohemia , 2016, p. 112-115Conference paper (Refereed)
    Abstract [en]

    The Swedish National Agency for Education (2010) finds that newly arrived students are not often given the opportunity to relate linguistic expressions in their first and second languages to each other, which impedes language development in both languages. Hajer and Meestringa (2014) also note the risk that the teachers at schools where the majority of students have a first language other than Swedish tend to lower their expectations of their students, which leads to the science teaching being adapted to the students’ linguistic abilities in the second language. Subject-specific language in natural science is particularly problematic. However, the later years of research in science education indicate that a linguistic movement between everyday use of language and a more scientific use of language promotes students’ learning in science subjects (Olander, 2010). The question is how to create the same opportunities for newly arrived students, and what happens if these students are able to use both of their language resources in learning.

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  • 11.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nyanlända elevers språkanvändning i ett flerspråkigt NO-klassrum2015In: Dialogkonferens 2015 Pedagogisk forskning i Skåne: Program och abstracts, 2015, p. 19-20Conference paper (Other academic)
    Abstract [sv]

    Studien har följt undervisningen i ett flerspråkigt NO-klassrum under två och ett halvt år med fokus på nyanlända elevers språkanvändning i autentiska utforskande samtalssituationer i NO-undervisningen. Studiens syfte är att ur ett sociokulturellt perspektiv beskriva och analysera flerspråkiga elevers utforskande samtal och tydliggöra på vilket sätt eleverna använder de språkliga resurser som de har tillgängliga för att kommunicera ämnesinnehållet tillsammans med sina klasskamrater, samt att tydliggöra enskilda nyanlända elevers ämnesspråkliga progression. I analysen av de först insamlade materialen blir elevernas kodväxling, elevernas växling mellan förstaoch andraspråk i autentiska NO-undervisningssituationer under diskussioner med klasskamrater tydlig. Analysen riktas därför in på vilket sätt kodväxling mellan första-och andraspråk kan utgöra en språklig resurs i kommunikativa undervisningssituationer i NO för nyanlända elever. Resultatet visar att kodväxling mellan första- och andraspråk ökar nyanlända elevers diskursiva rörlighet (Nygård Larsson, 2011) dvs. elevernas förmåga att röra sig mellan och inom olika diskurser i det naturorienterande lärandet. Eleverna i det flerspråkiga NO-klassrummet rör sig i språkliga loopar. De kodväxlar mellan olika språk, första- och andraspråk och vardagligt- och ett mer vetenskapligt språkbruk, då de rör sig i en växelverkan mellan en vardaglig diskurs och den mer vetenskapliga diskursen elever möter i NO-undervisningssammanhang. Genom att eleverna rör sig i dessa språkliga loopar ökar elevernas rörelseförmåga mellan och inom olika diskurser, vilket betyder att de får större möjlighet att kontextualisera det abstrakta ämnesinnehållet till egna erfarenheter vilket bidrar till en djupare förståelse för ämnesinnehållet. Referens Nygård Larsson, P. (2011). Biologiämnets texter: Text, språk och lärande i en språkligt heterogen gymnasieklass. Malmö högskola: Lärarutbildningen.

  • 12.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Translanguaging i det flerspråkiga NO-klassrummet2016In: Program Nationell ämnesdidaktisk konferens NÄD 2016: Ämnesdidaktiska broar, Malmö högskola, 2016, p. 5-6Conference paper (Other academic)
    Abstract [sv]

    Studien som presenteras är etnografisk och beskriver hur nyanlända elever använder olika språkliga resurser för att tillsammans med sina klasskamrater skapa djupare förståelse för det naturvetenskapliga ämnesinnehållet, vilket kan beskrivas som en form av translanguaging (García & Wei, 2014). I denna praktik utvecklas en språklig rörelse mellan elevers vardagliga praktiska erfarenheter av världen, och den ämnesspecifika diskurs som eleverna möter i skolans NO-undervisningssammanhang. Nyanlända elever växlar mellan sitt första och andra språk då de rör sig i språkliga loopar (Karlsson, Nygård Larsson & Jakobs-son, in press 2016) mellan en vardaglig diskurs och en mer ämnesspecifik diskurs. Detta är en viktig förutsättning för att beskriva och utveckla ny kunskap inom det naturvetenskapliga ämnesområdet. Då nyanlända elever kontextualiserar ämnesinnehåll till vardagliga erfarenheter används ofta första-språket, medan mer ämnesspecifika ord, såsom koldioxid och syre, ofta yttrycks på andraspråket (Karlsson, Nygård Larsson & Jakobsson, in press 2016). På så sätt ökar nyanlända elevers diskursiva rörlighet (Nygård Larsson, 2011), dvs. elevens förmåga att språkligt röra sin mellan och inom olika diskurser. Detta visar på betydelsen av nyanlända elevers användning av hela sin språkliga repertoar från olika diskurser, för utvecklingen av kritiskt tänkande och djupare förståelse inom det naturvetenskapliga ämnesområdet. Viktiga implikationer för naturvetenskaplig undervisning är en explicit och medveten användning av translanguaging som en språklig resurs i undervisningen, dvs. skapa undervisningssituationer som uppmuntrar och tar till vara på elevers olika utbildning, språkliga och sociala bakgrund. Annika Karlsson, Malmö högskola

  • 13.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    TRANSLANGUAGING PRACTICE IN SCIENCE EDUCATION2016Conference paper (Other academic)
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  • 14.
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Translanguaging practice in science education2017Conference paper (Other academic)
    Abstract [en]

    The aim of the study is to investigate whether – and, if so, in what ways – a translanguaging practice, in which multilingual students are allowed to use diverse culturally and linguistically experiences and skills, is a resource for science learning. In other words, the study explores in what ways, the multilingual students use diverse semiotic resources in authentic communicative situations in science instructions context, in order to develop a deeper understanding for science, and the related subject-specific language.

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  • 15.
    Karlsson, Annika
    et al.
    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.
    Holmström, Helena
    Malmö stad.
    NTA och språk: nya former för undervisning i språkligt heterogena klassrum2022In: 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 (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.

     

     

     

     

     

  • 16.
    Karlsson, Annika
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Flerspråkighet som en resurs i NO-klassrummet2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 30-55Article in journal (Refereed)
    Abstract [en]

    Multilingualism as a resource in the science classroom This study has two main aims. The first is to study and analyze authentic student conversations in a natural science teaching context in which second language learners are able to use both their first and second languages. The second is to examine whether switching between languages could be a resource for the students’ learning in the subject and, if so, in what ways. An underlying aim concerns how code-switching can help students to bridge the differences between everyday modes of language and more scientific modes. The analysis focused on 28 typical and representative code-switching situations between Swedish and Arabic, which arose in authentic science instruction situations. Transcription was performed together with an Arabic-speaking language teacher. The functions of the selected code-switching situations were analyzed based on a study of Appel and Muysken (2005). However, quantifying and categorizing code-switching situations based on their functions proved problematic. The analysis revealed the functional complexity of code-switching, whereby one code-switch often serves several different functions simultaneously; this is also consistent with previous research (Cromdal, 2000; Gumperz, 1982; Rampton, 2014). Instead, our analysis focused on the students’ linguistic movement between and within different discourses in the natural science learning. We used two main discourses: the students’ everyday practical experience of the world, and the natural science subject-specific discourse that students encounter in the school science instruction context. We also used discourses related to students’ social and cultural backgrounds. To describe students’ ability to move between discourses, we use the term discursive mobility (Nygård Larsson, 2011). The study was conducted with students at a multicultural school, where all of the students are multilingual, located on the outskirts of a large Swedish town. During data collection, the natural science subject was “photosynthesis, combustion, and ecological relationships.” In an attempt to create a language development instruction, the teacher used a genre pedagogical approach (Rose & Martin, 2012). The study followed 11 science education lessons using three video cameras and two voice recorders, and the collected material comprises to a total of 28.5 hours of student conferences and teaching sequences. Student texts and instructional materials were also collected. The analysis showed that most of the 28 different code-switching situations were used in order to increase the understanding of the natural science subject matters. The analysis also indicates that concretizing and relating the subject matters to everyday events helps the students understand abstract concepts, and is therefore a resource in the learning process. This is usually done by using both languages and often in code-switching between languages. In other words, the switching between first- and second language facilitates the use of the available languages, and helps increase students’ communicative spectrum which is supported in previous research (Creese & Blackledge, 2010; Wigerfelt & Morgan, 2011). Code-switching occurs within linguistic loops between discourses, which are an important condition to describe and develop new knowledge in the field. The students’ everyday experiences are often expressed using their first language, which means that the linguistic loops constitute a movement both between national languages and different discourses or use of language (modes of expression). On a more general level, it appears as though the students’ ability to use all their linguistic resources expands their discursive mobility (Nygård Larsson, 2011). Linking the natural science subject content with the students’ own experience enables code-switching, which, in turn, enables the students to contextualize subject matter as a precondition for deeper understanding. We can see important implications in relation to the results of the study. For example, the fact that some newly arrived students had started their schooling, and developed a basic knowledge of science, in their home country offered the opportunity to continue the development of knowledge in a language that makes this possible. We will therefor assert a flexible and multilingual education, where multilingualism and code-switching is perceived as a resource to support such development. Creating an expanded continuity between previous education, language development in both languages, and subject-specific teaching, leads to improved achievement for these students. Our study suggests that teaching situations that allow and encourage switching between languages and different modes of expressions can be an important tool in this development.

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  • 17.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Multilingual students' use of translanguaging in science classrooms2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 15, p. 2049-2069Article in journal (Refereed)
    Abstract [en]

    This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education.

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  • 18.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Students’ Multilingual Negotiations of Science in Third Space2021In: 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.

  • 19.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    The continuity of learning in a translanguaging science classroom2020In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 15, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    This article aims to explore and clarify how students’ use of first and second languages in a translanguaging science classroom (TSC) may affect the continuity of learning in science. In a TSC, participants can use all available language resources, in all meaning-making situations. An ethnographic data collection and research design is used to capture the authentic language use in this practice. The study followed monthly science lessons at a primary school for 3 years (2012–2015) and was documented by four video cameras and four audio recorders. The data material also consists of recorded conversations with four students, newly arrived in Sweden at the time of the data collection. In addition, field notes, students’ texts and different teaching materials were collected. To analyze how the use of both first and second languages may affect the continuity of science learning in multilingual classroom activities, practical epistemology analysis is used. The analysis shows that a TSC is an asset in appropriating a new social practice for students with limited ability to understand and express themselves in the language of instruction. However, the analysis also reveals some situations within this practice, in which all available resources are not utilized. These situations seem to be consequences of low expectations of students with limited access to the language of instruction expressed in simplified language usage; contextualizing the subject matter to everyday experiences students may not share; and the complexity of translating and transforming scientific content from one national language into another (Arabic and Swedish) and between everyday and academic discourse. The study contributes to the field by illustrating the importance of supporting each student’s access to the language tools that constitutes the scientific subject matter, as well as promoting the use of all resources to relate this to prior experience for a continuity of learning in a multilingual science classroom.

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  • 20.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 245-278Chapter in book (Other academic)
  • 21.
    Karlsson, Annika
    et al.
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education2023In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper (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.

  • 22.
    Karlsson, Annika
    et al.
    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.
    Olander, Clas
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Jakobsson, Anders
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Johansson, Sofie
    University of Gothenburgh.
    Nygård Larsson, Pia
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Challenges and Possibilities in Multilingual Swedish Classrooms2021Conference paper (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.

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  • 23.
    Nehez, Jaana
    et al.
    Halmstad University.
    Karlsson, Annika
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Svensson Källberg, Petra
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Försök till transspråkande undervisning: tre typpraktiker2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 183-215Article in journal (Refereed)
    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.

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  • 24.
    Nygård Larsson, Pia
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education2023In: TIM 2023: Book of Abstracts, 2023Conference paper (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.

  • 25.
    Nygård Larsson, Pia
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Educational inclusion and social cohesion: the diversity of contemporary pedagogy2019Conference paper (Other academic)
    Abstract [en]

    The 2019 GEM Report (Migration, displacement and education: building bridges, not walls) underscores the opportunities of ensuring that migrants have access to quality education in inclusive societies. By law, the Swedish educational system quite strongly supports immigrant education. On the other hand, problems with implementation and processes of social and discursive exclusion are major challenges that may lead to segregation and counteract educational inclusion and social cohesion. Various intercultural and linguistic approaches are developed in order to support and empower immigrant students (Cummins, 2000). The theories of Translanguaging (García, 2009) has come to dominate academic discussions, since it emphasizes social justice, inclusive teaching and the pedagogical value of engaging students' multilingual repertoires in all school subjects. In this paper, we emphasize that content area teachers have a crucial task in promoting students’ building of identity, knowledge and language. We perceive content area learning as a complex interplay between knowledge, language and identity formations. A key issue is, how to avoid processes of exclusion, and a simplified pedagogy that, despite good intentions, contribute to social injustice (Karlsson et al 2018; Nygård Larsson, 2018; Svensson Källberg, 2018). We explore the integrated building of identities, knowledges, languages and academic discourses, mainly through concepts derived from Translanguaging theories, and Karl Maton’s sociological framework Legitimation Code Theory (Maton, 2014) that underscores the complexity of knowledge-building within various school subjects. In combining these theories in un-explored ways, we attempt to find new methodologies for understanding the diversity and complexity of contemporary pedagogy in a sustainable society.

  • 26.
    Olander, Clas
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Johansson, Sofie
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Karlsson, Annika
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Kouns, Maria
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Lyngfelt, Anna
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Development of scientific literacy: A multidisciplinary study in multilingual secondary schools2017Conference paper (Other academic)
    Abstract [en]

    Around the world, programs have been developed for science teachers’ work on literacy in multilingual settings with the assumption that science teachers need an understanding and a repertoire to move between daily and scientific discourses. This poster presentation reports from a project which aims to gain a better understanding of the development of literacy in science teaching through the study of meaning construction in multilingual secondary classrooms in which teacher, students and texts interact. To that end, leading experts in the field of text analyses, science pedagogy, second language learning and educational linguistics, join their forces in a double case study. These different perspectives on scientific literacy are starting point for small-scale interventions that analyses the interaction of teacher, student and task characteristics. Data is generated through mixed-method approach and include video recording of teachers planning meetings and classroom practice (whole class and student group work) along with questionnaires. Furthermore is students’ written work collected and interviews with teachers and focus group interviews with students. The quantitative data comprises of multiple-choice tests where three types of words chosen from students’ textbooks are probed: science concepts, homonyms and general academic words. The preliminary results indicate that time spent in the Swedish school system is decisive; it is almost a linear correlation between results on word tests and the time the students have learned Swedish. Furthermore, it seems that the general academic words raise the greatest challenges. The analysis of the teachers’ professional development make use of the interconnected model for professional growth (Clarke & Hollingsworth, 2002) and the results indicate that although the teachers had extensive experience in teaching multilingual students they broaden their competence with new insights an teaching strategies.

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  • 27.
    Svensson Källberg, Petra
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Spaces for multilingualism in mathematics classrooms? – teachers’ views and experiences2023Conference paper (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.

1 - 27 of 27
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