Den här studien handlar om en nyanländ elevs möte med svensk skola och kartläggningen av hennes litteracitet. Studien är en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartläggningssamtal. I de inspelade samtalen deltar en elev, en förälder, tolk samt en kartläggare. Under samtalen ställs en stor mängd frågor men det ges inte mycket tid eller utrymme för utvecklande av svar, fördjupande frågor eller följdfrågor. Eleven ifråga kan tala flera olika språk och har haft såväl franska som arabiska som undervisningsspråk då hon har gått fem år i skola innan hon anlände till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begränsad till högläsning samt att skriva av text som läraren skriver på tavlan. Det blir därför svårt för henne att förstå frågor som kartläggaren ställer i samband med textläsning och textanalys under kartläggningen. I flera avseenden föreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som väntar henne i Sverige.

The aim of this study is to investigate multilingual students' identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show that the students use their multilingual repertoires in a variety of digital contexts for entertainment, learning, and socialising purposes. From the positioning analysis, three recurring themes emerged: positionings in relation to i. their heritage, ii. notions of 'Swedishness", and iii. transcultural identities. However, there is a range of variations in students' approaches to their linguistic repertoires, which is further discussed in terms of identity constructions, as well as what teachers in monolingual schools settings can learn from the students' everyday digital literacy practices and identity processes.

No abstract

This article presents results from a case study that examines reading instruction practices in a linguistically heterogeneous class in year 3. In this school the proportion of newly arrived students has increased significantly in a short time and the article focuses on classroom observations and a teacher interview about the work with reading instruction in this particular class. The theoretical framework is based on Cummins’ The Literacy Engagement Framework and theories about teachers’ beliefs. The results show how in reading instruction students' understanding is supported through the teacher's work with extending the language and through support in students' meaning-making (scaffold meaning). The students' background knowledge is activated when connections between text content and the students' everyday life are made, but multilingual identities are seldom affirmed or made visible. The focus of reading instruction is primarily to support linguistic preunderstanding and correctness. Reading homework is an important part of reading instruction and is practiced in cooperation with multilingual parents in a language they often do not know. Strongly present are the teacher’s beliefs about students' linguistic repertoires as a resource primarily for learning Swedish, as well as beliefs about a separation between the languages of multilingual individuals.