The Mobility of Everyday Literacies. Literacy Practices for Passing a Driving Test as a Potential Resource for L2 and Literacy Development

Shaswar, Annika Norlund

doi:10.1007/978-3-030-83317-6_5

Cited by 1 publication

(1 citation statement)

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“…Wedin concluded that all points of Hornberger's continua of biliteracy, encompassing aspects of power in relation to literacy and multilingualism, are crucial-even in basic literacy education for adults [33]. These findings partially coincide with results from Norlund Shaswar's study on how teachers work with multilingual reading of a short novel in Swedish for immigrants [34]. The teachers identified benefits in allowing students to use their multilingual repertoire and negotiate meaning based on their experiences.…”

Section: Educational Contextsupporting

confidence: 55%

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: Educational Contextsupporting

confidence: 55%