Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education

Martín‐Bylund, Anna

doi:10.3384/diss.diva-139853

Cited by 8 publications

(11 citation statements)

References 55 publications

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“…(Trace 6a in Table 3) When the children have acquired one or more languages, we can create many opportunities for reflection during the preschool day. (Trace 6b in Table 3) These traces can perhaps be interpreted as evidence of inclusive teaching and teaching that considers multiple languages as a resource (cf., e.g., Björk-Willén, 2006;Cekaite & Björk-Willén, 2017;Ehrlin, 2012;Harju-Luukkainen & Kultti, 2017;Kultti, 2012;Lunneblad, 2009;Martín-Bylund, 2017;Palla, 2015). A research survey addressing special education (Palla, 2015) stresses the need to develop research and competence in various areas related to teaching situations, ways of working, and children with functional variations.…”

Section: Teacher-oriented Teaching and Leadershipmentioning

confidence: 99%

What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016

Roth

2018

Scandinavian Journal of Educational Research

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This paper addresses national concern about teaching in preschool, building on the challenges, opportunities, and requirements facing today's preschools due to the higher expected level of preschool assignments. The aim is to build knowledge of how preschool teachers and managers from 10 Swedish municipalities characterise preschool teaching. The material was generated in a 2016 survey completed by 243 respondents (91% response rate). A didactics-oriented textual analysis referred to Kansanen's (1993). An outline for a model of teachers' pedagogical thinking. In P. Kansanen (Ed.), Discussions on some educational issues IV. Research report 121. Helsinki, Finland: University of Helsinki) three-level schema comprising the action, theoretical, and meta-theoretical levels and the results identify 8 distinctive traces ranging from the rejection to the recognition of preschool teaching. Recognition traces emphasise wide-ranging, diffuse, and child-centred teaching. The results indicate that traces of the action level are more prominent and "multivocal" than are traces of the theoretical and metatheoretical levels. Overall, the combined analytical results support the concept of diffuse multivocal teaching.

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Section: Teacher-oriented Teaching and Leadershipmentioning

confidence: 99%

What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016

Roth

2018

Scandinavian Journal of Educational Research

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“…Our approach connects with insights following what can be called a socio-material turn in educational studies generally and in language and literacy studies specifically (Martín-Bylund, 2017;Masny & Cole, 2009;Olsson, 2012Olsson, , 2013K. Roy, 2005;K.…”

Section: Theoretical Starting Pointsmentioning

confidence: 99%

Emerging Visual Literacy through Enactments by Visual Analytics and Students

Bodén¹,

Stenliden

2019

Designs for Learning

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This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a designbased research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students' attention and how students' visual literacy emerges in that relationship.

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“…I Olof Reichenbergs studie av läromedelsbruk på den svenska grundskolan är det lärare i SO-ämnen som använder läroboken mer än lärare i språk, som istället använder sig mer av annat material. 33 Studier som är inriktade mot ett enda skolämne erbjuder möjligheter till att studera vad som kan vara karaktäristiskt läromedelsbruk för just det ämnet, men kan även påvisa skillnader mellan olika lärare inom samma ämne. 34 Bland samhällsorienterande ämnen har särskilt historia blivit föremål för flera undersökningar av läromedelsbruk.…”

Section: Läromedel Skolämne Och Elevers åLderunclassified

Läromedel i praktiken : Läromedelsbruk i religionskunskap på gymnasiet

Widholm

2020

Linköping Studies in Pedagogic Practices

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Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education

Cited by 8 publications

References 55 publications

What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016

What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016

Emerging Visual Literacy through Enactments by Visual Analytics and Students

Läromedel i praktiken : Läromedelsbruk i religionskunskap på gymnasiet

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