Struggles for legitimacy in mother tongue instruction in Sweden

Ganuza, Natalia; Hedman, Christina

doi:10.1080/09500782.2014.978871

Cited by 88 publications

(77 citation statements)

References 14 publications

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“…This is in line with previous findings where MTI has been found to be poorly integrated within the mainstream school (e.g. Ganuza & Hedman, 2015;Skolverket, 2008). It is noteworthy that none of the teachers reported having any experience of using the assessment material based on various minority languages, which presupposes collaboration with a mother tongue teacher.…”

Section: Excerpt 4 Interview With Teacher Karinsupporting

confidence: 82%

“…The teachers seldom collaborated with mother tongue teachers mainly due to practical organizational reasons, as the mother tongue teachers worked in various schools and often in late afternoons (cf. Ganuza & Hedman, 2015), which allowed for few opportunities to meet (see Excerpt 4). In this sense, there was a discrepancy between how the teachers valued such collaborative work and their actual possibilities to collaborate as described in the interviews (e.g.…”

Section: Theme Ii: Practical and Structural Constraintsmentioning

confidence: 99%

“…About 23% of the students in compulsory school are entitled to MTI (Statistics Sweden, 2014). However, MTI has struggled with implementation problems over the years and is a marginalized practice within the Swedish school system (Ganuza & Hedman, 2015). For example, MTI has strict limited time allotted to it (often only 40 minutes per week) and is most often scheduled outside the regular school hours.…”

Section: Introductionmentioning

confidence: 99%

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Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

Jalali-Moghadam

Hedman

2016

NJLR

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The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.

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Section: Excerpt 4 Interview With Teacher Karinsupporting

confidence: 82%

Section: Theme Ii: Practical and Structural Constraintsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

Jalali-Moghadam

Hedman

2016

NJLR

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“…Fyrtio år efter hemspråksreformens införande kvarstår en rad praktiska och organisatoriska missförhållanden som begränsar ämnets genomförande och inflytande (se t.ex. Ganuza & Hedman, 2015;Hyltenstam & Milani, 2012;Spetz, 2014). Till skillnad från andra skolämnen är ämnet modersmål till exempel valfritt.…”

Section: Modersmålsundervisningunclassified

“…Det innebär att inte alla elever som är berättigade till och önskar läsa modersmål faktiskt erbjuds undervisning. När modersmålsundervisning erbjuds är den sällan en integrerad del av den övriga verksamheten och undervisningen omfattar i allmänhet endast cirka 40 minuter per vecka (Ganuza & Hedman, 2015;Hyltenstam & Tuomela, 1996). Med så pass begränsad lektionstid är det därmed svårt för lärare och elever att uppnå ämnets högt uppsatta mål (jfr Lainio, 2013).…”

Section: Modersmålsundervisningunclassified

Modersmålsundervisning, läsförståelse och betyg

Ganuza¹,

Hedman²

2018

Nordand

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SammanfattningDenna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit i modersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnena modersmål, svenska som andraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden och ämnets marginaliserade position i det svenska utbildningssystemet.Nyckelord: modersmålsundervisning, somaliska, svenska, läsförståelse, skolresultat English abstractThe present study explores the relationship between participation in mother tongue instruction (MTI), students' reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali-Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali-Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6 th or 7 th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants' reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results 1 Författarna har bidragit jämbördigt till artikeln.

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Translanguaging and Language Ideologies in Education: Northern and Southern Perspectives

Paulsrud¹,

Rosén²

2019

Handbook of the Changing World Language Map

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Struggles for legitimacy in mother tongue instruction in Sweden

Cited by 88 publications

References 14 publications

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

Modersmålsundervisning, läsförståelse och betyg

Translanguaging and Language Ideologies in Education: Northern and Southern Perspectives

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