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Torpsten, Ann-ChristinORCID iD iconorcid.org/0000-0002-5882-4112
Publications (10 of 81) Show all publications
Berggren, J., Torpsten, A.-C. & Järkestig Berggren, U. (2020). Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system. Journal of Youth Studies, 1-15
Open this publication in new window or tab >>Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system
2020 (English)In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school system.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
National Category
Social Work Educational Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Social Work
Identifiers
urn:nbn:se:lnu:diva-92181 (URN)10.1080/13676261.2020.1728239 (DOI)000514129300001 ()
Available from: 2020-02-18 Created: 2020-02-18 Last updated: 2020-05-07
Eek-Karlsson, L., Lundin, M. & Torpsten, A.-C. (2020). Likabehandlingsarbete — en reproduktion av rådande maktordning?. Educare - Vetenskapliga skrifter, 2, 49-73
Open this publication in new window or tab >>Likabehandlingsarbete — en reproduktion av rådande maktordning?
2020 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 49-73Article in journal (Refereed) Published
Abstract [en]

 This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized. 

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2020
Keywords
Social justice, Equality, Kumashiro, Educational perspectives, Sexual identity, Gender, Ethnicity.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-93230 (URN)10.24834/educare.2020.2.3 (DOI)
Available from: 2020-04-01 Created: 2020-04-01 Last updated: 2020-04-22Bibliographically approved
Torpsten, A.-C. (2019). It is important to build on their knowledge: Teachers' approaches to newly-arrived immigrant pupils. In: Bala Nikku (Ed.), Social Work Education: (pp. 1-13). London: IntechOpen Limited
Open this publication in new window or tab >>It is important to build on their knowledge: Teachers' approaches to newly-arrived immigrant pupils
2019 (English)In: Social Work Education / [ed] Bala Nikku, London: IntechOpen Limited , 2019, , p. 13p. 1-13Chapter in book (Refereed)
Abstract [en]

This study aims to contribute to the school social work practices in a Swedish context. By capturing the life worlds of newly-arrived students and problematizing teachers’ approaches to these pupils underlying competences and continued knowledge development and learning I suggests how social work and education professionals can navigate these life worlds and empower young immigrant pupils in Swedish school.

Theoretical basis consists of translanguaging, principles and ideas about education valuing underlying competencies and seeing them as means for further learning in all areas. Through an ecological (Kramsch, 2008) approach to learning and teaching I examine teachers’ told experiences of teaching in the secondary school program of language introduction in a Swedish context. The analysis shows that the interviewed teachers systematically try to make use of the pupils’ prior knowledge and experiences of instruction. The pupils work in language groups in order to complete assignments.

Place, publisher, year, edition, pages
London: IntechOpen Limited, 2019. p. 13
Keywords
Translanguaging, language instruction, education, learning, underlying knowledge
National Category
Educational Sciences
Research subject
Education, Social Pedagogy
Identifiers
urn:nbn:se:lnu:diva-90088 (URN)10.5772/intechopen.89510 (DOI)978-1-83880-475-6 (ISBN)978-1-83880-474-9 (ISBN)
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-11-21Bibliographically approved
Berggren, J. & Torpsten, A.-C. (2019). Knowledge I brought with me could not be used, it was not in Swedish. In: : . Paper presented at Translanguage in the Individual, at School and in society, 11/4-12/4 2019, Linnéuniversitetet, Växjö.
Open this publication in new window or tab >>Knowledge I brought with me could not be used, it was not in Swedish
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent years the Swedish education system has experienced a rise in the number of newly arrived students speaking different languages and with different school backgrounds. A newly arrived student is according to school legislation (Skollagen, 2010:800) a student under 18 years of age, who has migrated to Sweden lacking basic skills in the Swedish language.

This paper aims to shed light on a group of newly arrived students’ perspectives on conditions for learning in the Swedish upper secondary education system. Using Bourdieu’s concept of capital we critically discuss organisational and pedagogical responses in the education system as experienced by 19 newly arrived students.

Findings indicate that students’ performances using Swedish for academic purposes and being able to analyse Swedish culture are crucial skills. Simultaneously, unsuccessful students have to remain in Language introduction focusing on learning Swedish. Some students show resistance to current demands in mainstream teaching, which can be traced in students who resent not being able to make use of their previous learning and skills in different languages without using Swedish. As individuals, they are left with an experience of deficit, having no or little knowledge about Swedish culture and language. This is expressed by one student saying that sometimes knowledge from her native country cannot be used because it is in another language and that subject teaching often stipulates knowledge about Swedish history and Swedish kings.

At stake is newly arrived students’ educational careers, and their chances in society. “Education is my passport”, one student says. The authors argue for acknowledging students’ various language knowledge and cultural backgrounds in teaching, thereby improving students’ opportunities to receive recognition of their existing cultural capital while offering them a gateway to continued education and social inclusion.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81987 (URN)
Conference
Translanguage in the Individual, at School and in society, 11/4-12/4 2019, Linnéuniversitetet, Växjö
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2020-01-27Bibliographically approved
Lundin, M. & Torpsten, A.-C. (2018). The ’flawless’ school and the problematic actors: research on policy documents to counteract discrimination and degrading treatment in schools in Sweden. European Journal of Education, 53(4), 574-585
Open this publication in new window or tab >>The ’flawless’ school and the problematic actors: research on policy documents to counteract discrimination and degrading treatment in schools in Sweden
2018 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 53, no 4, p. 574-585Article in journal (Refereed) Published
Abstract [en]

In Sweden, the anti‐discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self‐regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled eq‐uity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world‐views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treat‐ment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The desig‐nated discourse and The educational discourse. These dis‐courses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy‐making is important as a means to change discrimi‐natory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
Keywords
discrimination policy work
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Pedagogics and Educational Sciences; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78208 (URN)10.1111/ejed.12306 (DOI)000449687800012 ()2-s2.0-85054547970 (Scopus ID)
Available from: 2018-10-08 Created: 2018-10-08 Last updated: 2019-08-29Bibliographically approved
Torpsten, A.-C. (2018). Translanguaging in a Swedish Multilingual Classroom. Multicultural Perspectives, 20(2), 104-110
Open this publication in new window or tab >>Translanguaging in a Swedish Multilingual Classroom
2018 (English)In: Multicultural Perspectives, ISSN 1521-0960, E-ISSN 1532-7892, Vol. 20, no 2, p. 104-110Article in journal (Refereed) Published
Abstract [en]

The overarching aim of this article is to investigateperceptions regarding linguistic potentialand language competence in relation to translanguagingstrategies. The data presented consistsof classroom activities, texts, and picturesproduced by eleven-year-old pupils and theirteacher in a multilingual classroom context.The pupils have varying lengths of in-countryresidence, from being born in Sweden to beingnewly arrived. At many schools only the targetlanguage is supposed to be used in teaching(Cummins, 2007). But the simultaneous use ofmultiple languages, also called translanguaging,in the classroom leads to broader anddeeper knowledge of language and subjects(Williams, 1996). Teaching based on pupils’resources is crucial for multilingual pupils’thinking and learning (Meier & Conteh, 2014).The results show that the pupils have large linguisticpotential, but there are great differencesin estimating and perceiving theirlanguages. A pattern stands out: Those pupilswho have given their languages high ratingsare considerably more positive to the teachers’initiative by shaping new relationships andcontributing to the mutual development ofknowledge than those with discrepancies intheir ratings.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
translanguaging, linguistic potential, language competence, multilingualism
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-74463 (URN)10.1080/15210960.2018.1447100 (DOI)000432953300008 ()2-s2.0-85047265956 (Scopus ID)
Available from: 2018-05-22 Created: 2018-05-22 Last updated: 2019-08-29Bibliographically approved
Torpsten, A.-C. (2017). Att tillvarata och utveckla tillgängliga språkliga resurser. In: : . Paper presented at Skriv! Les! Trondheim, Norway, 9-11 May 2017.
Open this publication in new window or tab >>Att tillvarata och utveckla tillgängliga språkliga resurser
2017 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Syftet är att synliggöra och problematisera tillvaratagande av flerspråkiga elevers tillgängliga språkliga och kognitiva resurser i pedagogisk praktik. Jag undrar över lärares och elevers förhållningssätt, hur elevers tidigare kompetenser tas till vara och blir betydelsefulla i undervisningen.

De pedagogiska kontexter som här studeras närmare är undervisning i samhällskunskap och matematik inom IMS (introduktionsprogram språk) på en gymnasieskola. Materialet omfattar intervjuer med elever och lärare i IMS-klasser. Samtliga elever inom IMS är i gymnasieåldern och räknas som nyanlända. De har olika skolbakgrund, talar olika språk, svenska på en ganska grundläggande nivå. De intervjuade IMS-lärarna har alla flerårig erfarenhet av att undervisa på introduktionsprogram på gymnasienivå.

Etikprövning är genomförd och godkänd när det gäller intervjuer med IMS-elever och eleverna har skrivit under medgivandeblanketter. Alla deltagande lärare har muntligen lämnat medgivande. Det insamlade materialet har anonymiserats och redovisas konfidentiellt. På så vis följs VR:s (2002) forskningsetiska principer.

För analys av förhållningssätt används Ryans m.fl (1988) två typer av underlag och tillvägagångssätt. Det handlar om analys av dokument och observationer för användning och behandling av språk samt analys av intervjuer. Resultatet från analysen speglas mot forskning om framgångsfaktorer för flerspråkiga elever.

Forskning (Kramsch, 2008, 2009) visar att flerspråkiga talare inte håller sina språk åtskilda när de är verksamma i flerspråkiga och mångkulturella miljöer. Flerspråkiga individer har i stället en förmåga att välja språk, betecknad en symbolisk kompetens (a.a.). Kramsch (2008) talar om ekologisk strategi när det handlar om språkinlärning och språkundervisning. En ekologisk strategi grundas i mänsklig interaktion mellan medfödda egenskaper och miljöer som människor lever i och utveckling som sker i harmoni med miljön. Barn och unga utvecklar sina språkliga färdigheter både med hjälp av undervisning och när de umgås med kamrater som talar språket eller språken som ska utvecklas (Cummins, 2006; Cummins, 2007; Cummins & Schecter, 2003). Fyra faktorer betonas som grundläggande (Axelsson, 2013) när det handlar om flerspråkiga barns möjlighet att utveckla tänkande och lärande. Den ena faktor är en socialt och kulturellt stödjande miljö, en annan är språkutveckling i både modersmål och i det andra språket, en tredje är utvecklingen av skolämnen och den fjärde faktorn är kognitiv utveckling som är starkt kopplad till de tre andra faktorerna.

Av intervjuerna framgår att lärarna i sin undervisning systematiskt försöker ta tillvara elevernas tidigare kunskaper och erfarenheter av undervisning. Det framgår att eleverna arbetar i språkgrupper för att lösa uppgifter och att de både gör individuella och gruppresentationer i klassen. Det framgår också att vårdnadshavare/föräldrar/godemän och boendepersonal är behjälpliga i skolarbetet.

Referenser

Axelsson, M. (2013). Flerspråkighet och lärande. I Hyltenstam, Kenneth & Lindberg, Inger (red.) Svenska som andraspråk – i forskning, undervisning och samhälle. Lund: Studentlitteratur.

Cummins, J. & Schecter, S. R. (2003). School Based language Policy in Cultural Diversity Contexts. In S. R. Schecter & J. Cummins (Eds.). Multilingual Education in Practice. Using diversity as a resource. Portsmouth: Heinemann.

Cummins, J. (2006). Förord. I P. Gibbons. Stärk språket stärk lärandet. Stockholm: Fallgren & Hallgren.

Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10 (2), pp. 221–240.

Denscombe, M. (2016). Forskningshandboken – för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.

Garcia, O. (2009). Bilingual education in the 21st century: a global perspective. New Jersey, USA: Wiley-Blackwell.

Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching. 41(3), 389–408.

Kramsch, C. (2009). The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press.

Ryan, E.B. Giles, H. & Sebastian, R.J. An integrative perspective for the study of attitudes toward language variation. I: Ryan, E.B. & Giles, H. Attitudes toward language variation . London: Arnold. 1–19.

Svensson, Gudrun & Torpsten, Ann-Christin (2013). Makt och litteracitet. Modersmålslärare skriver om modersmålsundervisning. I: Skjelbred, Dagrun og Veum, Aslaug (red.):  2013: Literacy i læringskontekster. Oslo: CapplenDamm Akademisk. 166–176.

Torpsten, A.-C. (2010). I hela Malmö stad är det bara en skola som erbjuder modersmålsundervisning inom skolans ram.(In all the city of Malmö only one school offers mother tongue instruction within the school.) Kalmar: Linneuniversitetet.

Torpsten, A.-C. (2013). Second-Language Pupils tell about school Life. How Pupils relate to Instruction in a Multi-Lingual School. Citizenship, Social and Economics Education, (12)1, 37-47.

Torpsten, A.-C. & Betzholtz. M. (2013). Preschool – a Diverse and Multilingual Arena. The International Journal of Education for Diversities. E-tidskrift 2013(2)1-21.

Utbildningsdepartementet (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. (Curriculum for primary schools, pre-school and after-school leisure program 2011.) Stockholm: Utbildningsdepartementet (Ministry of Education).

Vetenskapsrådet (2002) Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning. Stockholm: Vetenskapsrådet.

Williams, C. (1996). Secondary education: teaching in the bilingual situation. In C. Williams, G. Lewis and C. Baker (Eds). The language policy: Taking stock. Llangefni (Wales): CAI.

National Category
Educational Sciences Pedagogy Educational Sciences
Research subject
Pedagogics and Educational Sciences; Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-75737 (URN)
Conference
Skriv! Les! Trondheim, Norway, 9-11 May 2017
Available from: 2018-06-13 Created: 2018-06-13 Last updated: 2019-01-16Bibliographically approved
Torpsten, A.-C. & Svensson, G. (2017). Jag tycker det är bra med translanguaging: Elevattityder till flerspråkighet (1ed.). In: Åsa Wedin (Ed.), Språklig mångfald i klassrummet: (pp. 61-88). Stockholm: Lärarförlaget
Open this publication in new window or tab >>Jag tycker det är bra med translanguaging: Elevattityder till flerspråkighet
2017 (Swedish)In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, 1, p. 61-88Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2017 Edition: 1
National Category
Educational Sciences Languages and Literature
Research subject
Pedagogics and Educational Sciences; Humanities, Swedish as a Second Language
Identifiers
urn:nbn:se:lnu:diva-71814 (URN)9789188149183 (ISBN)
Available from: 2018-03-27 Created: 2018-03-27 Last updated: 2019-01-16Bibliographically approved
Torpsten, A.-C. (2017). Multilingual students strategies for participation in language contexts: Students tell about language, language development and language competence in a school practice. Creative Education, 8(5), 678-692
Open this publication in new window or tab >>Multilingual students strategies for participation in language contexts: Students tell about language, language development and language competence in a school practice
2017 (Swedish)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 8, no 5, p. 678-692Article in journal (Refereed) Published
Abstract [en]

In order to increase knowledge and understanding of school as language practice,a life story approach is used to study multilingual pupils’ narratives abouttheir nine years in compulsory school. Texts with the heading My SchoolYears are interpreted. Experiences of being outside and initially lacking accessto the linguistic contexts in school as well as approaches to linguistic competenceor incompetence emerge from the analysis. The pupils’ overall languagepotential is invisible. Other findings are efforts toward what can be describedas linguistic uniformity, school and education and development of the pupils’social and cultural capital and linguistic competence.

Place, publisher, year, edition, pages
Scientific Research Publishing, 2017
Keywords
Multilingual Practice, Life Story, Linguistic Uniformity, Competence, Incompetence
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62938 (URN)10.4236/ce.2017.85053 (DOI)
Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2019-09-06Bibliographically approved
Torpsten, A.-C. (2017). Newly arrived young people’s introductory program – becoming qualified for national program. In: : . Paper presented at Translanguaging – researchers and practitioners in dialogue, Örebro University, Sweden, 28-29 March, 2017.
Open this publication in new window or tab >>Newly arrived young people’s introductory program – becoming qualified for national program
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Aim of the project is to develop knowledge of introductory program courses to promote newly arrived girls 'and boys' language development, learning and conditions for incorporation into national upper secondary school programs. What form of teaching and content do promote newcomers' ability to successfully incorporate into national upper secondary school, in which way the training builds on young people's prior knowledge and what knowledge and skills that are selected for teaching are questions asked.

Education is a fundamental resource for adolescents and young adults’ future establishment in the labor market and participation in society. The Swedish school system is therefore a challenge in creating teaching with an organization and a content which promotes young newcomers integration and success in the Swedish school system. Asylum seekers young people have the right to education in secondary schools if they start their education before the age of 18 years. In this context, there is the introduction program "Language Introduction" with the aim to give young people who have recently arrived in Sweden an education that allows them to go on to secondary school national programs or other training in Sweden.

Ryan et al (1988), three types of substrates and methods are used in the analysis. They deal with the analysis of documents, observations and ethnographic studies of the use and treatment of language, analysis of interviews and questionnaires for the direct measurement and analysis of subconscious attitudes by indirect measurements.

Research (Kramsch, 2008, 2009) shows that multilingual speakers do not keep their languages apart when they are operating in multilingual and multicultural environments. Multilingual individuals have in place the ability to select a language, designated a symbolic skills (a.a). Children and young people develop their language skills by means of both teaching and when they socialize with peers who speak the language or languages ​​to be developed (Cummins, 2006; Cummins, 2007; Cummins & Schecter, 2003). Four factors are highlighted as basic (Axelsson, 2013) when it comes to multilingual children the opportunity to develop thinking and learning. One factor is a socially and culturally supportive environment, a different language development in both the native language and in the other language, a third is the development of school subjects and the fourth factor is cognitive development that is strongly linked to the other three factors.

The study is conducted as action research in the form of classroom observations, group and individual interviews with newly arrived young people involved in induction programs or national programs, IMS, and upper secondary school teachers in the same program. Ethical Review is approved when it comes to interviews with IMS pupils and students have signed consent forms. All participating teachers have been verbally have given authorization. The collected material is anonymized and reported confidentially. Thus it follows VR's (2002) research ethics.

The interviews indicate that teachers in their teaching systematically are trying to take advantage of students 'prior knowledge and experience of teaching. It appears that students work in language groups to solve problems and that they both do individual and group presentations in class. It also appears that the guardians / parents / trustee and accommodation personnel staff will help with homework.

Keywords
Newly arrived, introductory program, upper secondary school, language and knowledge development.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-61537 (URN)
Conference
Translanguaging – researchers and practitioners in dialogue, Örebro University, Sweden, 28-29 March, 2017
Available from: 2017-03-21 Created: 2017-03-21 Last updated: 2019-01-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5882-4112

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