Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analysis was based on transcribed audio recordings and underpinned by the theoretical perspective of knowledge-building interaction. As a theoretical contribution to the field, the study develops the concepts of contextual elaboration and shifts. The findings show that some students successfully used placement experiences to contextualize their chosen words, while others found it challenging to contextualize abstract words. In the follow-up discussions, the teacher, and the students collaboratively and multi-contextually expanded on word meanings by exploring different collocations and contexts of use.

Research topic/aim

Despite Swedish as a Second Language (SSL) being its own subject in the Swedish school system since 1995, there is surprisingly little research on the actual teaching practices within the subject, particularly in the earlier school years. The purpose of this study is to contribute knowledge about the conditions teachers create for language and knowledge development in the subject of Swedish as a Second Language in elementary school. More specifically, it examines how experienced SSL teachers support students' literary understanding and develop their language repertoire.

Theoretical framework

The study is theoretically based on Langer's stances (2011) for developing students' literary understanding, in conjunction with the notion of interactional scaffolding to support language and knowledge development (Gibbons, 2006; Walldén & Nygård Larsson, 2021).

Methodological design

Data was collected during two months in the spring of 2023 in two sixth-grade classes, where a large proportion of the students had a migration background. During this period, both teachers worked with shared reading of a fiction book. The material consists of a total of 31 recorded classroom observations, field notes, photos, and interviews with the two teachers. Thematic content analysis was used to analyze the material in tandem with Langer's stances.

Expected conclusions/findings

Preliminary results show that in the work of shared reading of a fiction book, teachers use various types of reading-related activities in their instruction. They discuss the content of the books and link the reading to both their own reading experience and to contexts outside the text. There is a consistent focus on developing students' language in the instruction, which is shown in discussions and through various support materials such as visual aids and reading and writing strategies. Metalinguistic strategies are also highlighted by encouraging students to “derive” and “pull apart” words. The attention to language is integrated into a collaborative reading practice in which the students are encouraged to seek for deeper meaning in the texts and “daring to fail” when they express ideas using the target language.  

Relevance to Nordic educational research

The findings of this study are relevant to the conference as it contributes to knowledge about SSL subject teaching practices.

Tidigare studier om svenska för invandrare (sfi) har undersökt klassrumsinteraktion (NorlundShaswar & Wedin, 2019), transspråkande och multimodalitet i elevernas skrivande (Wedin m.fl., 2018), lärarrespons på elevernas texter (Jacobson, 2019), samt olika aktörers uppfattningom utbildningen (Ahlgren & Rydell, 2020). Med tanke på att sfi-undervisningen oftakritiserats för att inte erbjuda sina elever tillräckliga förutsättningar att utveckla enkommunikativ språkförmåga (Lindberg & Sandwall, 2017; Skolinspektionen, 2018) är detförvånande att inga studier undersökt språkutvecklingen på sfi. Föreliggande studie bidrar tillatt fylla denna kunskapslucka genom att, med både longitudinella data och entvärsnittsdesign, undersöka utvecklingen av kommunikativ språkförmåga hos elever på ensydsvensk sfi-utbildning. Forskning har föreslagit att utvecklingen av en kommunikativspråkförmåga hos vuxna andra språks inlärare kan främjas genom att deras utbildning kopplastill verkliga kommunikationssituationer utanför klassrummet, till exempel genomarbetsplatspraktik. Samtidigt visar denna forskning att praktikplatser inte alltid erbjuder sinapraktikanter goda möjligheter att använda och utveckla målspråket (Sandwall, 2013; Walldén,2023). Inga studier, varken nationella eller internationella, har dock testat effekten av praktikpå elevernas språkutveckling. Föreliggande kvantitativa effektstudie bidrar till att fylla ävendenna kunskapslucka. I studien deltog 37 sfi-elever på kurs C och D. Alla ingick i enkommunal satsning på yrkesinriktad svenska. Elva av deltagarna följde därutöver en parallellkurs som inbegrep att de två dagar i veckan var på en så kallad språkpraktik. Dennaspråkpraktik innebar bland annat att uppgifter med koppling till arbetsplatsen förbereddes ochföljdes upp i klassrummet. Studiens material utgörs av texter – personliga brev med fokus påyrkesliv – som deltagarna, under kontrollerade förhållanden, skrev vid två tillfällen med tremånaders mellanrum. Texternas kvalitet bedömdes holistiskt av fem erfarna andraspråksläraremed metoden jämförande bedöm ning (Pollitt, 2012). På så sätt tillskrevs varje text en poäng,vilken sedan användes som beroende variabel i en regressionsmodell av typen mixed effects.Jämförelser mellan skrivtillfälle 1 och 2 (den longitudinella studien) och mellan kurs C och D(tvärsnittsstudien) visar tydligt att den kommunikativa språkförmågan utvecklades hoseleverna på den aktuella sfi-utbildningen. Beträffande en eventuell effekt av språkpraktik sågvi att utvecklingen hos eleverna med praktik i genomsnitt var något större än utvecklingen hoseleverna utan, men standardfelet var stort och effekten var långt ifrån signifikant. Dettabekräftar vad som framkommit i tidigare studier, nämligen att arbetsplatspraktik inte perautomatik erbjuder vuxna andraspråksinlärare goda möjligheter att utveckla sinkommunikativa språkförmåga (Sandwall, 2013; Walldén, 2023). Detta resultat innebär intenödvändigtvis att den kommunala satsningen på språkpraktik var misslyckad. Trots färreundervisningstimmar uppvisade eleverna med praktik inte en långsammare språkutvecklingän eleverna utan, och deras upplevelser av praktiken var mestadels positiva (Walldén , 2023). Sammantaget är vår förhoppning är att resultaten ska bidra till en mer nyanserad diskussion,både när det gäller i vilken utsträckning sfi- undervisning leder till språkutveckling och närdet gäller eventuella effekter av specifika didaktiska modeller, i detta fall språkpraktik.

Referenser Ahlgren, K., & Rydell, M. (2020). Continuity and change: Migrants’ experiences of adultlanguage education in Sweden. European Journal for Research on the Education andLearning of Adults, 11(3), 399–414. https://doi.org/10.3384/rela.2000-7426.ojs1680 Jakobson, L. (2019). Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk.Teoretiska perspektiv,responspraktik och uppfattningar. Göteborgs universitet.Lindberg, I., & Sandwall, K. (2017). Conflicting agendas in Swedish adult second languageeducation. I: Kerfoot, C., & Hyltenstam, K. (red.). (2017). Entangled discourses: South-Northorders of visibility. Taylor & Francis, 119–136.Norlund Shaswar, A., & Wedin, Å. (2019). Language learning strategies and teachingpractices in adult l2 education: The case of swedish for immigrants. Apples: Journal ofApplied Language Studies, 13(3), 17–34.http://dx.doi.org/10.17011/apples/urn.201907063590Pollitt, A. (2012). The method of adaptive comparative judgement. Assessment in Education:Principles, Policy & Practice, 19(3), 281–300.https://doi.org/10.1080/0969594X.2012.665354Sandwall, K. (2013). Att hantera praktiken: Om sfi-studerandes möjligheter till interaktionoch lärande på praktikplatser. Göteborgs universitet.Skolinspektionen (2018). Undervisning i svenska för invandrare. Stockholm:Skolinspektionen.Walldén, R. (2023). Adult migrants’ voices about learning and using Swedish at workplacements in basic language education. Studies in the Education of Adults, 1– 23.https://doi.org/10.1080/02660830.2023.2246763Wedin, Å., Rosén, J., & Hennius, S. (2018). Transspråkande och multimodalitet igrundläggande skriftspråksundervisning inom sfi. Pedagogisk forskning i Sverige, 23(1–2),15–38.

En lärare ska berätta, visa, förklara, instruera, ställa frågor och låta eleverna uttrycka och ta del av varandras tankar och synpunkter, skriver Filippa Mannerheim. Detta är enkelt att hålla med om. Däremot ger Mannerheim och andra flitiga skoldebattörer en direkt missvisande bild av dagens skola genom att påstå att lärare inte undervisar på detta sätt, skriver Robert Walldén.

Undervisning på sfi (svenska för invandrare) är sparsamt studerad, och det saknas studier som belyser aktuella satsningar på att knyta sfi till sammanhang utanför klassrummet. Det aktuella bidraget bygger vidare på ett följeforskningsprojekt om kommunal en satsning på språkpraktik. Tidigare resultat har visat att sfi-elever genom språkpraktik på olika arbetsplatser fick möjlighet att träna på vardagliga samtal med L1-talare av svenska (Walldén, 2023) samt att presentationer och uppföljningar av en praktikrelaterad ordförrådsuppgift skapade möjligheter för kunskapsbyggande samtal om kollokationers betydelse och användning i olika sammanhang (Walldén, 2024). Föreliggande konferensbidrag fokuserar i stället på inslag av grammatikundervisning i arbetet med muntliga presentationer kopplade till elevernas språkpraktik.  Syftet är att belysa hur kunskaper om grammatik kopplades till kommunikativa sammanhang när sfi-elever, tillsammans med en erfaren sfi-lärare, förberedde, genomförde och följde upp muntliga presentationer kopplade till elevernas språkpraktik. Etnografiskt inspirerade metoder, med observationer, anteckningar och ljudinspelningar, användes för att dokumentera lektioner där elever på sfi C och D arbetade med praktikuppgifter under 7 lektioner. Teoretiska utgångspunkter hämtades i formfokuserad undervisning (Ellis, 2016) samt, för att vidga perspektivet bortom grammatisk korrekthet, kontextualiserad grammatikundervisning (Myhill et al., 2012). Resultatet visar att läraren och eleverna uppmärksammade betydelsen av en utvecklad syntax för att genomföra muntliga presentationer, samt förde samtal kring morfologi utifrån vokabulär eleverna hade valt ut på praktikplatserna. Det fördes även samtal om grammatiskt modus där eleverna bidrog med sina flerspråkiga kunskaper. Studien är relevant för konferensen genom sin inriktning mot andraspråksundervisning för vuxna migranter.

Referenser  

Ellis, R. (2016). Anniversary article. Focus on form: A critical review. Language Teaching Tesearch, 20(3), 405–208. https://doi.org/10.1177/1362168816628627 

Myhill, D., Jones, S., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. 

Walldén, R. (2024). Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary. Linguistics and Education, 80, 1–16. https://doi.org/10.1016/j.linged.2024.101272   

Walldén, R. (2023). Adult migrants’ voices about learning and using Swedish at work placements in basic language education. Studies in the Education of Adults. https://doi.org/10.1080/02660830.2023.2246763  

Syftet med denna studie är att bidra med kunskap om vad som utgör kraftfull kunskap (powerful knowledge) (Young, 2013) i årskurs 6 där ämnena svenska och svenska som andraspråk undervisas integrerat. Studien är finansierad av Crafoordska stiftelsen och utgårfrån följande frågeställningar: i) Vilka prioriteringar uttrycker lärare gällande ämnesinnehål loch kraftfull kunskap i integrerad sva/sve-undervisning? ii) Vad utmärker lärarnas didaktiskaval för att stödja elevernas språk- och kunskapsutveckling i den integrerade undervisningen? Data samlades in under våren 2023, i två klasser i årskurs sex på två skolor, där minsthälften av eleverna hade utländsk bakgrund. Materialet består av semistrukturerade lärarintervjuer samt fältanteckningar och foton från observationer av 31 lektioner. Materialet analyserades genom tematisk innehållsanalys utifrån teoretiska perspektiv om kraftfullkunskap och epistemisk kvalitet (Hudson m.fl., 2023). Epistemisk kvalitet är ett mått på hurett ämnesspecifikt undervisningsinnehåll omsätts i undervisningen i interaktion mellan lärare och elev och kan således definiera vad kraftfull kunskap innebär på klassrumsnivå.Preliminära resultat visar att lärarnas didaktiska val, såsom litteraturval och arbetssätt, i stor utsträckning påverkas av de skilda förutsättningarna i de två elevgrupperna, vilket i sin tur har betydelse för den epistemiska kvaliteten i undervisningen. Studien är relevant för konferensen genom att bidra med kunskap om den integrerade undervisningspraktiken isvenska och svenska som andraspråk, vilket är ett underbeforskat ämne.

Referenser:

Hudson, B., Gericke, N., Olin-Scheller, C., & Stolare, M. (2023). Trajectories of powerfulknowledge and epistemic quality: analysing the transformations from disciplines acrossschool subjects. Journal of Curriculum Studies, 55(2), 119-137.

Young, M. (2013). Overcoming the crisis in curriculum theory: a knowledge-based approach.Journal of Curriculum Studies, 45(2), 101–118.

Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.

In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick), and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections.

Forskning om svenska för invandrare (sfi) är oftast kvalitativ och fokuserar framför allt på klassrumsinteraktionoch lärarrespons. Med tanke på att sfi ofta kritiserats för att inte erbjuda eleverna tillräckliga möjligheter attutveckla den språkförmåga som krävs utanför klassrummet är det förvånande att inga studier undersöktspråkutvecklingen inom verksamheten. Det har föreslagits att arbetsplatspraktik kan bidra till sfi-eleversspråkutveckling, men inga studier har testat hypotesen kvantitativt. Föreliggande studie bidrar till att fylla dessakunskapsluckor.I studien deltog 38 elever på de två sista kurserna på sfi. Alla elever ingick i en kommunal satsning på bransch-inriktad svenska, och tolv av dem hade också en arbetsplatspraktik två dagar i veckan. För att undersöka elevernasspråkutveckling och en eventuell effekt av praktiken samlades texter från dem in vid två tillfällen med tremånaders mellanrum. Texterna bedömdes av erfarna andraspråkslärare med metoden jämförande bedömning. Enregressionsmodell användes för att testa huruvida kurs, testtillfälle och praktik predicerar texternas kvalitet.Resultatet visar att studenternas skrivförmåga utvecklas under sfi-utbildningen, vilket framgår av jämförelserbåde mellan de två tillfällena och mellan de två kurserna. Däremot påvisades ingen signifikant effekt av praktik ochingen signifikant interaktion mellan praktik och tillfälle, vilket tolkas som att eleverna med praktik inte utveckladesin språkförmåga snabbare än de andra eleverna.

Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse-bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding.

Medvetenheten om språkliga dimensioner i ämnesundervisning har ökat det senaste decenniet genom forskningsstudier, pedagogisk litteratur och kompetensutvecklingssatsningar. Fokuset har till större delen legat på läsande och skrivande i andra ämnen än svenska och svenska som andraspråk. I det här blogginlägget vill jag belysa hur lärare hanterar språkliga stötestenar i arbete med romaner och bilderböcker.

In both current debates on the perceived crisis of young people’s writing and national research on writing instruction, there is a tendency to foreground oneparticular perspective on writing. Debaters focus on technical skills, while many researchers advocate a focus on function rather than form. Also, research on writing instruction in primary years of schooling is scarce. This article responds to the need for a more nuanced understanding of writing instruction in the primary years of schooling. Its particular focus is on the oral feedback given on letters written by students in Grade 3. The research aim is to explore and highlight movements between different perspectives on writing in the interaction. The study is based on transcribed audio recordings of nine feedback talks (1h30m) between a school librarian and Grade 3 students writing letters based on a reading of a children’s book. In the analysis of the data, Roz Ivanić’s discourses of writing are operationalized and visualized in a way which enables the detailed analysis of how oral classroom interactions relate to correctness, disposition, and the communicative context. In particular, this analytical tool highlights discursive shifts, for example between disposition and communicative function. Feedback focusing on the communicative  context is understood in light of Halliday’s contextual categories of field, tenor and mode.The writing assignment given to the students consisted of answering letters from parents seeking aid with misbehaving children. In doing this, they were expected to assume the role of the book’s protagonist, Mrs. Piggle-Wiggle. The letters they responded to had been written by peers in a previous, related assignment. The result of the analysis shows that the librarian underscored the importance of adhering to a prescribed disposition of the letter, with reference to different aspects of the communicative context. In particular, she underlined the importance of explaining why the students’ proposed solutions to children’s misbehavior would work (field) to convince and reassure the parents (tenor). Also, she drew attention to the need for explicitness in written communication, which relates to the contextual category of mode. As such, the results show a considerable interplay between disposition and communicative goals, which can be understood as discursive shifts. The students were also given feedback on syntax, interpunctuation, and spelling. This feedback was rarely related to the construction or communicative goals of the text. However, there were some exceptions, such as when the librarian commented positively on the use of exclamation marks reflecting the “energy” of Mrs. Piggle-Wiggle and guided the children in using a conjunction to give an explanation.In summary, the results highlight the potential of the interplay between different discourses of writing. It is suggested that the analytical lens developed and employed in the study can be used in other activities of writing instruction, for example teacher-led deconstructions of model texts. A more nuanced view of the interplay between textual forms and functions in on-going teaching is desirable to promote students writing and counteract the one-sided perspectives which can otherwise govern discussions about writing instruction.

Literature on thesis supervision emphasises collaborative approaches with strong and supportive relationships. Despite an increasing research interest in supervisory relationships, little cross-cultural research has been conducted on supervisory roles and relationships in expandingcircle countries. This study explores how thesis supervisors negotiate different rolesand relationshipsin supervision in English as an Additional Language (EAL) contexts. A multi-case study was employed in three contexts: a Swedish university, two Indonesian private universities, and an Indonesian public university. Semi-structured interviews were conducted withfourteenthesis supervisors. Thematic analysis and systemic-functional appraisal theory were used to analyse the discourse. Our findings revealed that supervisors expressed dealing with (a)symmetrical relationships with students and colleagues, dealing with different supervision roles, and managing priorities relating to intellectual development and instrumental goals. However, these dimensions of supervision were described differently in the three contexts. The Swedish supervisors expressed concernsabouthavingweak authority; meanwhile, the Indonesian private supervisors described frustrated attempts to form a closer relationship with the students, whereas the Indonesian public supervisors reacted to students trying to become too familiar. Furthermore, supervisors in the three contexts had to take different unwanted roles in supervision. The article concludes with implications for understanding situatedaspects ofsupervision.

Children use digital environments at an early age and should be supported from the start of school to a conscious and critical way of navigating the internet.Previous studies show that children have vague ideas about how the information has ended up on the internet, how it should be read and evaluated. In thisexploratory study, we investigated how children start an internet search, how they formulate their search query and what they pay attention to when the searchresult is obtained, as well as how they read the information from the screen. 15 eight-year-old children performed the searches in small groups, using one tabletin joint searches. The children's speech and screen activity were recorded. The data was analyzed with the help of Luke and Freebody's resource model to callin different dimensions of reading competence that are actualized when students initiate searches and navigate search results. The results show that thestudents can use speech and writing to quickly search for specific information. At the same time, they are disinclined to stop and reflect on the relevance,credibility, and sender of the search results. With interactional support, some students were able to identify the sender of the information and reason about which50type of sender might be credible. To reach a more developed thinking and awareness that digital information has a sender, teaching that promotes criticalinformation awareness and multimodal text competence is required. 

Research into the role of literature in the Nordic classroom has shown that literary texts are predominantly seen as a tool for the developing of literacy skills and often focus on the structural components of the text itself. This often leads to the equally important creative and playful aspects being sidelined. Addressing this imbalance, the present article argues in favour of creating opportunities for young learners to take more agency and promote creative dialogue and playful expression in classroom reading practicesthrough the framework of playworld (Swedish: lekvärlden) (Lindqvist, 1992, 1996). Specifically, this article attempts to answer the following questions: (1) how can oral and written interaction based on the reading of a children’s book be understood in terms of playworld; and (2) in what ways can the concept of playworld enrich the understanding of students’ and teachers' engagement with children’s books? The findings are based on a classroom study of a Swedish Grade 4 students, focusing on discussions and activities related to the reading aloud of Wegelius’s The Legend of Sally Jones. The results of this study have enabled us to shift from the dominant focus on individual readers and readings to the dialogic interplay in playworld between the children and the adult / teachers who creatively reworked and expanded upon the text. The concept of playworldis employed as a tool to empower both teachers’ and students’ creative engagement with literary texts in a way that builds on a collective imagination.

This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students' everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narra-tives. Finally, the results show that the models' different ways of representing key story elements may be difficult for teachers and students to decode.(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

Introduction: Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision. 

Method: We conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy. 

Findings: Firstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode. 

Discussion: Since only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses 

Doctoral thesis supervision and its writing outcome in Anglophone countries has gathered a great research attention. Moreover, the collaborative supervisory relationship has been considered as an important aspect of doctoral students’ achievement and autonomy in thesis writing. Despite the similar student-supervisor model of supervision between doctoral and undergraduate students, cross-cultural research on undergraduate thesis supervision in the expanding countries seems still underrepresented. The presentation is based on a comparative study of Indonesian and Swedish supervisors’ expression about their experience in supervising undergraduate students to write a thesis in English, the students’ additional language (EAL). The research questions are:

In what ways do Swedish and Indonesian supervisors describe experiencing thesis supervision? In what ways do Swedish and Indonesian supervisors describe their relationships with students and colleagues?

Since previous research has discussed ideal practices of supervision involving students in dialogue and supporting their intellectual development, this presentation focuses on the exploration of the different challenges and considerations pertaining to this ideal as described by the supervisors in the three contexts (Swedish university, Indonesian public university, and Indonesian private university). This presentation highlights similarities and differences between supervisors in Sweden and Indonesia, and between supervisors in private and public Indonesian universities. It adds to previous research on supervision which are mainly conducted in the postgraduate or doctorate levels in the Anglophone context. Moreover, this presentation contributes knowledge of the supervisor's beliefs about their roles and relationships in three different contexts, with implications for what is seen as constituting a “good” supervision practice.

Accordingly, a qualitative case study with semi-structured interview technique was conducted with fourteen thesis supervisors (five Swedish and nine Indonesian). Thematic analysis was informed by systemic-functional linguistics from appraisal theory (Martin & White, 2005). It focused on analysing the discourses expressed by thesis supervisors related to their roles, relationship with students and colleagues, and values about supervision that are scrutinised through the use of modality.

The findings show that supervisors in the three contexts describe tensions related to imbalanced relationships with students and colleagues, supervisors’ various roles, and supervisors’ priority management regarding students’ instrumental purposes and their desired intellectual journey. Different concerns expressed by supervisors related to tensions in their supervisory relationship. Swedish supervisors described experiencing low authority over their students, Indonesian private university supervisors mentioned challenges in befriending students to create more symmetrical supervisory relationships. Meanwhile, Indonesian public university supervisors emphasised their unease related to students’ attitude for being too close to the supervisors. Different undesired supervisory roles recounted by supervisors such as being students’ editors, pseudo debt-collectors, and spoon feeders were necessitated either by institutional situations or personal commitment as the students’ thesis writing gatekeepers.

I denna kvalitativa studie undersöktes två lärares iscensättning av gemensamt återberättande av sagan Rödluvan och vargen som ett exempel på narrativ genre. Båda lärarna använde den grafiska modellen Berättelseansiktet i en storgruppsdiskussion i årskurs 1 i svensk grundskola. Studien sker med bakgrund i en textanalytisk studie som analyserade aktuella styrdokument, grafiska modeller samt annat läromaterial med inriktning mot narrativ text i tidiga skolår (Ridell & Walldén, 2023). Presentationen lägger särskilt fokus på respektive lärares intermodala undervisningspraktik där 1) olika uttrycksformer promptade aspekter av narrativ text och 2) förhandlade kring innehållet i sagan utifrån elevernas förslag.

Studien tillämpar ramverket design för lärande (DfL) samt ett socialsemiotiskt ramverk som innefattar genreteori och visual grammar. Med dessa utgångspunkter synliggörs både lärarnas aktiva bruk av multimodala resurser i undervisningsmomentet samt vilket kunskapsinnehåll avseende narrativa texter som främjades. För att urskilja ytterligare nyanser i lärarnas olika didaktiska iscensättning användes även Bernsteins inramning samt horisontell och vertikal diskurs.

Utifrån video- och ljuddata producerade i två klassrum studerades iscensättningen i form av olika visuella, verbala och gestikulära uttrycksformer samt lärarens sätt att utnyttja skrivtavlan och styra interaktionen med eleverna. Forskningsfrågorna lyder: Hur kan aspekter av narrativ genre bli visuellt, verbalt och gestikulärt promptat i iscensättning av textdekonstruktion och -rekonstruktion? Vilka metafunktionella dimensioner och genreteoretiska aspekter hamnar i förgrunden i förhandlingen av Rödluvan och vargen?

Tentativa resultat visar att lärarnas varierade iscensättning genom olika visuella representationer påverkade elevernas handlingsutrymme. Båda lärarna iscensatte en ideationellt orienterad dekonstruktion och rekonstruktion av sagan med fokus på karaktärer och händelseförlopp. Elevernas förslag på spänningsskapande interpersonella aspekter erkändes i huvudsak när de drev handlingen framåt.

Given young children's frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the internet is and what kind of experiences and linguistic resources they draw upon to express their understanding. Based on thematic and systemic-functional linguistic analysis, the results show that the children mostly express an understanding of the internet as something concrete, such as an app, as something encapsulated in apps or hardware and, more generally, as an enabler for the use of different apps. Students connections to using YouTube and games are prevalent, and their understanding of the internet is shaped by experiences of screen interactions when using these apps. On rare occasions, students hesitantly tried to formulate abstract perspectives concerning what the internet is or what it means. Possible directions for promoting and researching a more abstract understanding in pedagogical practice are discussed.

This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students' disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility - the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.

Under de senaste decennierna har utbildningen i svenska för invandrare (sfi) blivit allt starkare kopplad till arbetsmarknaden. Samtidigt tyder tidigare forskning på att sfi-undervisningens relevans för språkligt deltagande utanför klassrummets väggar behöver stärkas (t.ex. Ahlgren & Rydell, 2020;Wedin & Shaswar, 2022). Denna presentation ger en praktiknära och kvalitativ belysning av en kommuns satsning på en sfi-kurs där klassrumsundervisningen integrerades med elevers praktik inom olika branscher. Undervisningen hade inspirerats av tidigare forskning om språkpraktik (Sandwall, 2013) som har visat behovet av atts kapa meningsfull transfer mellan praktikplats och klassrum. Eleverna fick därför språktränande uppgifter som de genomförde under veckovisa praktikdagar som de sedan redovisade inför klasskamraterna.

Presentationen utgår från följande frågeställningar: Vilka erfarenheter beskriver sfi-eleverna av att använda och utveckla målspråket (svenska) under språkpraktiken och lektionsmomenten? Vad kännetecknar klassrumsinteraktionen under ett specifikt moment som sökte skapa transfer mellan praktikplats och klassrum, nämligen elevers presentationer av en ordförrådsuppgift?

Forskningen följde en praktiknära och etnografiskt inspirerad ansats där forskaren och den deltagande läraren samarbetade. 20 sfi-elever ingick i studien som studerade kurs C och D. Undervisningen dokumenterades genom observationer, ljudinspelningar och intervjuer under två kurstillfällen som varade totalt 20 veckor. Tematiseringen av elevernas upplevelser av språkpraktiken inspirerades av situationsvariabler för språkanvändning som har utvecklas inom systemisk-funktionell lingvistik. För analys av klassrumsdiskussioner om ord eleverna hade valt ut från praktikplatserna användes semantiska begrepp från Legitimation Code Theory (Maton, 2013; Walldén & Någord Larsson, 2021). Resultatet visar att elever som praktiserade på äldreboenden och förskolor uppgav relativt rikliga språkanvändningsmöjligheter medan det motsatta fallet gällde för elever med branschval inom lager och kök. Under klassrumssamtalen kopplade till elevernas ordförrådsuppgift skedde en rik interaktion om situationsberoende betydelser av ord och uttryck som kan kopplas till olika språkliga domäner. Momentet öppnade upp för en kunskapsbyggande interaktion där både läraren och eleverna bidrog till att kontextualisera de olika betydelserna.

Denna rapport dokumenterar insikter från följeforskning inom projektet Trelleborg Yrkeskedjor på uppdrag av Arbetsmarknadsförvaltningen Trelleborg. Den belyser undervisning i svenska för invandrare som sökte koppla samman elevers branschpraktik med språkundervisning. 

Research on English as an Additional Language (EAL) academic acculturation has focused on international students as newcomers in English speaking countries and has frequently used a linguistically oriented approach. This research aimed to examine EAL thesis supervision as an academic socialisation practice in non-Anglophone context. We focused on exploring supervisors’ feedback provision priorities and students’ reactions to the feedback in one Swedish and three Indonesian universities. We contribute to the Nordic educational context by shedding light on thesis supervision as part of students’ dynamic academic socialisation. The research was conducted in response to the identified need of new strategies for academic literacy development to manage multicultural assets in the EAL academic writing and publication. We employed a multi-faceted view of academic literacy development, involving both cognitive activities and socially situated practice, integrated with. Biesta’ functions of education and Habermas’s Communicative Action concepts. Semi-structured interview was conducted with thirty-nine participants (14 supervisors and 25 students). The findings indicated different supervisors’ feedback provision priorities. Swedish supervisors explained focusing on content to strive for students’ socialisation and subjectification, while Indonesian supervisors mostly prioritise giving both form and content-focused feedback to target the function of qualification. A few Indonesian supervisors described focusing on socialisation in thesis writing and peer-reviewed publication. While supervisors in both contexts expressed striving for learning orientation through supervision, most students in both contexts described focusing on instrumental goals (finishing their thesis projects and getting degrees). Also, many students explained difficulties dealing with feedback in the form of questions. They indicated resistance to the socialisation process by employing strategic action (deleting or shortening the commented part to avoid further questions and revision). Only a few students viewed question-feedback as a communicative means of learning. Students’ responses signalled a lack of disciplinary literacy through unfamiliarity with research methodologies and theoretical framework that created problems in deciphering the supervisors’ feedback. Since the findings illustrate that students and supervisors have different feedback orientations, we call for increased clarity in communicating aims for thesis supervision. Also, the task of students’ academic literacy development and socialisation cannot fall on thesis supervisors alone. Pedagogical practices through embedded-curriculum programmes are required to foster students’ belonging to academic community and identity adaptation.

In the past several years, there has been a growing research interest in students’ opportunities to engage in and develop disciplinary literacies through writing. Mirroring developments in other countries, the Swedish national curriculum has required teaching with a more disciplinary focus since 2011. This puts various demans on students'  writing, such as constructing arguments based on source material and explaining causes and consequences of historical events. The presentation will focus on test-related writing practices in history teaching in Grade 6 in a Swedish school located in a socially disadvantaged and linguistically diverse area.

The presentation is based on research aiming to contribute knowledge about how students negotiate literacy expectations when writing answers to test questions in the teaching of history. The research questions are:

Which literacy expectations are conveyed by the written questions administered to the students in a final test and in activities leading up to the test?

How can the students written answers be understood in relation to the literacy expectations in the question posed to them?

Ethnographically inspired methods were used to document teaching activities, teaching material and students' text in a content area about the early modern period in Swedish history. The study spanned three months. Previous publications from this study have focused on the classroom interaction and the text material used in the teaching (e.g., Author, 2020; Author & Colleague, 2021). This presentation instead focuses on students' written responses to test questions based on 102 collected tests. The analysis was informed by disciplinary literacy and systemic-functional genre theory. It particularly draws on the discourse semantic system of periodicity (Martin & Rose, 2007) to highlight how the students manage the information flow in their texts, for example by introducing, unpacking and re-stating abstract and subject-related concepts. Another important point of reference is the learner's pathway through the genres of history (e.g., Coffin, 1997) which charts the progression from chronological recounts to explanatory texts that rely on causality. 

The findings show that the literacy expectations increased between homework tests used to preprare the students for a final test and the final test itself. While the homework tests expected the students to reproduce information about historical events and persons in the text material they studied, the final test required them to reason about events in terms of causes and consequences. The students mostly responded to this shift by adding more information about the events in an unplanned manner. However, some students managed to adapt their writing to accommodate the scaled-up demands by using a more planned approach to the writing and adjusting the information flow to accentuate the consequences and historical significance of events. On rare occasions, students used strategies which went beyond the written language, such as incorporating relevant information coveyed orally by a teacher and using multimodal representations. However, most of the students based their writing on a text material that provided limited input for the complex writing expected of them in the final test. Implications for classroom practice include the importance of modelling successful subject-specific writing strategies as well as providing sufficiently rich disciplinary input, through various modes, that the students can use for their written output. It follows that the writing must be understood as part of a disciplinary literacy practice. 

Coffin, C. (1997). Construing and giving value to the past: an investigation into secondary school history. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and schools (pp. 196-230). Continuum.

Martin, J. R., & Rose, D. (2007). Working with discourse: meaning beyond the clause. Continuum.

Walldén, R. (2020). "It was that Trolle thing" Negotiating history in grade 6: A matter of teachers' text choice. Linguistics and Education, 60. https://doi.org/10.1016/j.linged.2020.100884  

Walldén, R., & Nygård Larsson, P. (2021). “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history. Linguistics and Education, 65. https://doi.org/10.1016/j.linged.2021.100960  

”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts.

The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development.

This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning. 

Tidigare studier har visat den muntliga interaktionens betydelse för att främja elevers språk- och kunskapsutveckling i olika ämneskontexter. Det kontextuella stöd klassrumssamtalen erbjuder är särskilt viktigt i klassrum där undervisningen bedrivs på elevers andraspråk. Trots det tilltagande intresset för ämneslitteracitet och språkliga dimensioner i ämnesundervisning finns det relativt lite forskning som anlägger språkliga perspektiv på elevers möte med skönlitterära texter. En sannolik förklaring är den traditionella uppdelning mellan språk och litteratur som har inspirerat konferenstemat, Språk och litteratur – en omöjlig eller skön förening? Den aktuella presentationen bygger på en studie av en lärares högläsning av den prisbelönta bilderboken Legenden om Sally Jones i en språkligt heterogen årskurs 4. Etnografiskt inspirerade metoder användes för att dokumentera högläsningen i två undervisningsgrupper med fokus på följande forskningsfrågor: 1) Vilka diskursiva strategier använder läraren för att främja förståelsen av skönlitterärt språkbruk under högläsningsaktiviteter, 2) Vad kännetecknar de skönlitterära ord och uttryck som läraren fokuserade på? För att besvara dessa frågor analyserades transkriberade ljudinspelningar utifrån perspektivet diskursiv rörlighet med hjälp av verktyg från systemisk-funktionell lingvistisk och legitimation code theory. Resultatet visar att läraren under högläsningen gjorde många omformuleringar som antingen utvidgade eller förenklade det skönlitterära språket. De utvidgande strategierna var särskilt framträdande och bestod av såväl klargörande omformuleringar som mer diskreta tillägg av vardagsspråklig karaktär. Det skönlitterära språk läraren fokuserade på var dels specialiserade ord och uttryck, dels formuleringar som kan kopplas till skönlitterära beskrivningar. De diskursiva strategiernas roll för att utvidga elevernas språkliga repertoarer och främja deras förståelse och engagemang vid gemensam läsning av skönlitterära texter diskuteras.

Although discussion-based approaches to literature have been researched extensively, there has been little qualitative research on read-aloud discussions focusing on specific aspects of literature. Moreover, considering the current bias towards comprehension and analytical skills in language arts curricula, an ongoing discussion about different dimensions of literary understanding in classroom practice is necessary. Therefore, the present study seeks to contribute knowledge about possibilities for literary understanding in character-focused classroom discussions. Data, comprised of field notes and transcribed audio recordings, were collected throughout 12 lessons in a Swedish Grade 4 during the reading aloud of the picture book Legenden om Sally Jones (The Legend of Sally Jones). The analysis was guided by thematic content analysis and reader-response theories, enabling a broad view of literary understanding. The result shows that character-focused discussions promoted evaluating the characters, making inferences, and considering important events. Occasionally, the students made analytical remarks about how the story worked. In addition, the students were encouraged to empathise with the characters while making connections between the text and their lives. Furthermore, the students drew on intertextual knowledge to use the text in creative expressions involving pleasurable narrative deaths. Implications for teaching and language arts curricula are discussed.

This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approaches, the findings show that the teacher used a rich variety of discursive strategies to make specialized terms and literary descriptions available to the students. Apart from using question–answer strategies and commenting on the text in clarifying ways, the teacher made linguistic alterations to either expand or simplify the literary language. The expansive strategies were particularly salient, entailing clarifying paraphrases or subtly infused additions to expand literary meaning. The significance of the strategies to support students’ understanding of literary language and immersion in stories is discussed.

This article responds to the need of further qualitative insight into teachers’ supporting students’ factual reading by introducing reading strategies. Inspired by ethnographic methods and action research, the material of the study consists of observations and audio recordings (20 lesson) ofteaching in Grade 4 which integrated the subjects Swedish and Science (Physics and Biology). The analysis is mainly based on Langer’s stances for building knowledge in academic disciplines and a social-semiotic perspective inspired by Macken-Horarik’s knowledge domains. The findings show that the classroom interaction involved considerable attention to both the features of the disciplinary texts, verbal as well as visual, and the process of reading. The reading practice allowed the students to share previous experiences and discover a need for new information. However, the teacher and the students largely relied on informal metalanguage and foregrounded connections to everyday experience, rather than using a more elaborate metalanguage to explore how knowledge is construed from the perspective of physics and biology. Implications for teaching reading strategies in ways which promote students’ engagement with disciplinary content are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed. 

Grafiska modeller har länge varit en del av läs- och skrivundervisningen i grundskolans tidigare år. Med den nya läroplanen (LGR22) skrivs de explicit fram som ett didaktiskt verktyg i tidig svenskundervisning. Trots att modellerna som dessa redan är undervisningspraktiskt frekventa är forskning kring modellernas roll i konstruktion och rekonstruktion av text ytterst begränsad. Denna studie tar ett socialsemiotiskt grepp om två grafiska modeller för att utforska hur de representerar narrativa texter och centralt innehåll i gällande kursplaner. Bärande teoretiska ingångar är Martin och Roses genreteori, Kress och van Leeuwens visuella grammatik och Bernsteins om teori om rekontextualiseringfält.  

I studien undersöker vi de två grafiska modellerna Hinderschemat och Berättelseansiktet, som genom Skolverkets Läslyftet lyfts fram som goda exempel i undervisningsprocesser kring narrativ text. Vi studerar dessa grafiska modeller som representation av narrativa textelement i relation till flera kontexter: 1) formuleringar i nuvarande (LGR11) och kommande (LGR22) kring undervisningsinnehåll och kunskapskrav i svenska och svenska som andraspråk upp till årskurs 3, 2) hur de presenteras i artiklar och filmklipp som en del av Läslyftet, samt 3) hur de skrivs fram i läromedel och lärarhandledningar som presenterar dem.   

Preliminärt resultat visar en variation mellan modellernas bruk av metaspråk i relation till begreppsapparaten i kursplanerna samt en användning av metaforer för att göra modellerna interaktionellt tillgängliga för yngre elever. Representationen av narrativa element motsvarar kursplanerna så till vida att karaktärer och kronologiska händelser sätts i förgrunden medan potentiella evaluerande genresteg som skapar dramaturgi genom att reagera på händelser saknas. Berättelseansiktet gör en särskilt bokstavstrogen representation av kursplanerna men den visuella analysen visar den komplexa tolkningsuppgift lärare och elever står inför när modellen ska användas i klassrumspraktiken. Elevernas möjlighet att praktiskt använda sig av modellerna begränsas dessutom av en liten skrivyta. 

This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis, drawing upon discourse theory and sociological theories of education, is conducted from the perspective of Critical Discourse Analysis. The result, highlighting a curriculum area about living conditions, shows how Western-centric beliefs about a divided world were perpetuated both during introductory activities and in the searching for information about different countries. This mainstream meaning perspective was also sustained when the teacher modelled ways of using language for expressing content knowledge. Throughout, the migrant language learners were positioned as privileged Swedish citizens. Implications for shaping discursive practices of teaching in ways which builds on students’ diverse knowledges and experiences are discussed. 

This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher- student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources in oral interaction, with particular focus on students’ potential involvement in discursive shifts between everyday and disciplinary wordings. The results show that decontextualized, generic images, particularly those of abstract concepts, can obstruct students’ participation in subject- related discourse. Students’ discursive mobility can also be limited by interaction-driven guessing games about key subject-related concepts and misleading use of everyday language. The results also show how L2 students’ creative use of linguistic resources, connections to learners’ prior knowledge, and reiteration of subject-related concepts can constitute valuable parts of discursive shifts. Implications for using images and oral interaction in ways that support disciplinary learning in history are discussed.