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  • 1.
    Karlsson, Annika
    et al.
    Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Nygård Larsson, Pia
    Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Jakobsson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Multilingual students’ use of translanguaging in science classrooms2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 15, p. 2049-2069Article in journal (Refereed)
    Abstract [en]

    This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the student’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group

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  • 2.
    Nehez, Jaana
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Karlsson, Annika
    Malmö University, Malmö, Sweden.
    Svensson Källberg, Petra
    Malmö University, Malmö, Sweden.
    Försök till transspråkande undervisning: tre typpraktiker2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 183-215Article in journal (Refereed)
    Abstract [en]

    Today many classrooms in Sweden are multilingual, characterized by a diversity of linguistic, cultural and epistemological resources available for teaching and learning. Handling this diversity puts certain demands on teachers in order to provide all students equal learning opportunities in a context where the language of instruction is Swedish. As a response to this, local school development projects based on multilingualism as a resource have been initiated. This study focuses on two such projects with the aim to deepen the knowledge about how translanguaging teaching practices can be developed. To make visible what characterizes as well as enable and constrain translanguaging teaching practices under development, the theory of practice architectures is used. Three different practices are identified The Multilingual, The Ambivalent multilingual and The Monolingual teaching practice. The practices are formed by differing cultural-discursive, material-economic and social-political arrangements. Above all, cultural-discursive arrangements such as norms and ideas affect the differences between the three practices. Existing norms and ideas affect how material and economic resources, mostly identic in all three practices, are used. Furthermore, monolinguistic norms seem to form hierarchical relations. Thus, we argue to develop translanguaging practices multilingual norms are important to develop.Article Details 

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