Medborgarskap och tillhörighet i migrationens tid – inledande reflektioner

Dahlstedt, Magnus; Eliassi, Barzoo; Salmonsson, Lisa

doi:10.37062/sf.54.18202

Cited by 1 publication

(1 citation statement)

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“…In some cases, there is an educational obligation if the newcomer is assessed to have insufficient education or work experience to obtain employment [2] which often includes participating in SFI. Learning the language spoken in the new country is widely recognized as a central function in terms of social inclusion and integration into the workplace and society, especially by migrants themselves [3,4]. At the same time, many researchers emphasize that too much responsibility is placed on the migrant, whose motivation to learn new languages and literacy practices can be seen as an investment arising from their interaction with their social environment [5].…”

Section: Introductionmentioning

confidence: 99%

Initial Assessment of First Language Literacy Resources for Adult Instruction in Swedish

Lindström,

Eklund Heinonen

2024

Education Sciences

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This study is part of a project on initial assessment of first language (L1) literacy in adult newcomers prior to the commencement of L2 studies in Swedish. Here, we explore the assessment summaries of newcomers’ L1 literacy, performed by L2-teachers, with assistance from an interpreter. According to the syllabus, instruction in Swedish for Immigrants (SFI) should be adapted to the individual´s needs and goals; however, SFI often fails to do so. L1 literacy—i.e., using texts in different domains (school, work, society, and everyday life)—serves as a foundation for L2 learning and teachers’ access to and utilization of students L1 literacy can significantly enhance instruction. From a sociocultural approach to literacy and based on Luke and Freebody’s ‘Four Resource Model’, a qualitative document analyses of L1 literacy assessment summaries (N=50) demonstrated literacy practices form different domains of student life, beyond school literacy. Literacy practices from all four learner roles, i.e., Code-Breaker, Text Participant, Text User and Text Analyst were identified in the assessments to various degrees dependent on the students’ background, which is illustrated by a close analysis of 5 summaries. This information is both important for teachers’ planning of second language teaching and in the long term for the development of second language teacher education.

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Section: Introductionmentioning

confidence: 99%