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The experienced newcomer-the (trans)forming of professional teacher identity in a new landscape of practices.

This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher's professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The results show that migration, marketization and streamlining, and digitalisation imply changes, which have a profound effect on the teachers. Whereas some changes mean that the teachers can develop their teaching or strengthen their position in workrelated communities, other changes restrict them. Moreover, the response of the teachers depends on their judgement about what the changes mean for their teaching and the learners. Teachers position themselves by, for example, claiming to possess the competence they see as essential to meet the learners' needs.

This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers' membership of different workrelated communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The study is based on interviews with seven bilingual teachers. The data has been analysed from the perspective of situated learning theory and by employing some complementing concepts of Bourdieu used as thinking tools. The findings illustrate how the teachers construct their professional identity in relation to their students and by positioning themselves in different teacher communities. Moreover, the findings stress how the local school community plays a crucial part in determining the position the teachers obtain in the field. But in spite of being acknowledged as professionals, the teachers still need to negotiate their position by acquiring new capital and stressing the capital they already have.

Despite previous critical studies on the method, Suggestopedia has reemerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers and students in four classes. The analysis reveals the existence of several mediational mechanisms, in terms of e.g. different visual, aural and fictive artefacts, as well as of scaffolding through a certain sequencing of tasks and mediational texts to help students learn Swedish. Although Suggestopedia as an approach serves to facilitate the students' learning in many ways, greater attention can be paid to the students' experiences when conducting the lessons.