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Gyllstad, H., Sundqvist, P., Sandlund, E. & Källkvist, M. (2023). Effects of word definitions on meaning recall: A multi-site intervention in language-diverse L2 English classrooms. Language learning, 73(2), 403-444
Open this publication in new window or tab >>Effects of word definitions on meaning recall: A multi-site intervention in language-diverse L2 English classrooms
2023 (English)In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 73, no 2, p. 403-444Article in journal (Refereed) Published
Abstract [en]

Vocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language-diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) definitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language definitions in immediate posttests with a small effect size but no differences in delayed posttests.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
multilingualism, L2 English, vocabulary learning, classroom research
National Category
Learning
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-115323 (URN)10.1111/lang.12527 (DOI)000864379300001 ()2-s2.0-85139492302 (Scopus ID)
Projects
MultiLingual Spaces
Funder
Swedish Research Council, VR-UVK 03469
Available from: 2022-07-12 Created: 2022-07-12 Last updated: 2023-05-10Bibliographically approved
Juvonen, P. & Källkvist, M. (2023). Focus on methodology in translanguaging research. In: Translanguaging in the Age of (Im)mobility: . Paper presented at Translanguaging in the Age of (Im)mobilty.
Open this publication in new window or tab >>Focus on methodology in translanguaging research
2023 (English)In: Translanguaging in the Age of (Im)mobility, 2023Conference paper, Oral presentation with published abstract (Refereed)
Keywords
translanguaging, research methodology, multilingualism, classroom research
National Category
Didactics
Identifiers
urn:nbn:se:lnu:diva-123419 (URN)
Conference
Translanguaging in the Age of (Im)mobilty
Funder
Swedish Research Council, UVK 2016-03469
Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2023-08-07Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M. & Gyllstad, H. (Eds.). (2023). Language Practices in English Classrooms: From Primary School to Higher Education. Basel: MDPI
Open this publication in new window or tab >>Language Practices in English Classrooms: From Primary School to Higher Education
2023 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Basel: MDPI, 2023
Keywords
EFL, language practices
National Category
Didactics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-119844 (URN)10.3390/books978-3-0365-5968-1 (DOI)978-3-0365-5967-4 (ISBN)978-3-0365-5968-1 (ISBN)
Funder
Swedish Research Council, VR-UVK 03469
Available from: 2023-03-17 Created: 2023-03-17 Last updated: 2023-03-29Bibliographically approved
Dressler, R., Källkvist, M., Tumelius, R. & Räsänen, E. (2023). Nexus analysis as methodological framework for more engaged language studies. In: Presented at AILA 2023: 20th World Congress in Applied Linguistics, Lyon, France, July 17-21, 2023: . Paper presented at AILA 2023: 20th World Congress in Applied Linguistics, Lyon, France, July 17-21, 2023.
Open this publication in new window or tab >>Nexus analysis as methodological framework for more engaged language studies
2023 (English)In: Presented at AILA 2023: 20th World Congress in Applied Linguistics, Lyon, France, July 17-21, 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Keywords
nexus analysis, research methodology, applied linguistics, social actions
National Category
General Language Studies and Linguistics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-123420 (URN)
Conference
AILA 2023: 20th World Congress in Applied Linguistics, Lyon, France, July 17-21, 2023
Funder
Swedish Research Council, VR UVK 2016-03469
Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2023-08-07Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2023). Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school. In: Gudrun Erickson;Camilla Bardel;David Little (Ed.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges (pp. 59-70). Mouton de Gruyter
Open this publication in new window or tab >>Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school
2023 (English)In: Collaborative Research in Language Education: Reciprocal Benefits and Challenges / [ed] Gudrun Erickson;Camilla Bardel;David Little, Mouton de Gruyter, 2023, p. 59-70Chapter in book (Refereed)
Abstract [en]

This chapter focuses on challenge and reciprocity in researcher-student collaborative labour (Zigo 2001) in a large multilingual secondary school in Sweden. The school was recruited for a larger longitudinal study of classroom language policy. For the purposes of the present chapter, we analysed ethnographic data to shed light on the well-known challenge of recruiting and retaining students to participate in longitudinal research, and on aspects of reciprocity, which was operationalized as benefits that both parties, i.e. students and researchers, needed or desired (Trainor and Bouchard 2013). Results show that of the 43 students who were present in the classrooms studied, 35 (81%) provided written, informed consent to fill in a language-background questionnaire and participate in an interview. Fewer students with low grades consented to participate, but those who did provided data no less rich than that provided by students with top grades. As to reciprocal benefits, the researchers secured the research data needed, but also new knowledge about students’ heritage languages and the multilingual territories they had left prior to settling in Sweden. Another benefit relates to empowerment. The researchers were empowered by learning culturally appropriate terminology to use when communicating about multilingual and multi-ethnic territories; and interview data suggest that students were empowered when positioned as experts on their multilingual repertoires and the language ecology in their prior home territories. Finally, the chapter reveals that researchers’ stance of reciprocity evolved organically over time through their ethnographic engagement in the classrooms.

Place, publisher, year, edition, pages
Mouton de Gruyter, 2023
Series
Trends in Applied Linguistics [TAL], ISSN 1868-6362 ; 20
Keywords
EFL, student-researcher collaboration, reciprocity, challenge
National Category
Learning
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-118811 (URN)10.1515/9783110787719-005 (DOI)2-s2.0-85166039342 (Scopus ID)9783110787719 (ISBN)9783110787535 (ISBN)
Funder
Swedish Research Council, VR UVK 2016-03469
Available from: 2023-01-29 Created: 2023-01-29 Last updated: 2023-08-29Bibliographically approved
Silander, C., Källkvist, M. & Schenker, K. (Eds.). (2023). Språk, reflektion och vetenskap i lärarutbildningen. Växjö: Institutionen för didaktik och lärares praktik, Linnéuniversitetet
Open this publication in new window or tab >>Språk, reflektion och vetenskap i lärarutbildningen
2023 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Växjö: Institutionen för didaktik och lärares praktik, Linnéuniversitetet, 2023. p. 86
Series
Rapportserie Utbildning i förändring ; 1
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-126839 (URN)9789180820714 (ISBN)9789180820721 (ISBN)
Note

Avser Rapport

Available from: 2024-01-17 Created: 2024-01-17 Last updated: 2024-02-09Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2023). Translanguaging in EFL with students transitioning to secondary school: Towards a best practice?. In: Presented at "Translanguaging in the Age of (Im)mobility", Fourth International Conference on Translanguaging, Falun, Sweden, June 12-14, 2023: . Paper presented at "Translanguaging in the Age of (Im)mobility", Fourth International Conference on Translanguaging, Falun, Sweden, June 12-14, 2023.
Open this publication in new window or tab >>Translanguaging in EFL with students transitioning to secondary school: Towards a best practice?
2023 (English)In: Presented at "Translanguaging in the Age of (Im)mobility", Fourth International Conference on Translanguaging, Falun, Sweden, June 12-14, 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In secondary-school English-as-a-foreign-language (EFL) classrooms worldwide, English tends to be used alongside the society or community majority language (Brevik & Rindal 2020; Tsagari & Diakou 2015; Üstünel 2016), and research reveals greater participation and positive attitudes among students when translanguaging is permitted (Ebe 2016; Kleyn 2016; Saxena 2009; Ollerhead 2019; Seltzer & Collins 2016). In Sweden, research in EFL in school years 8-9 (age 14-16) suggests that a translanguaging approach to vocabulary teaching and learning is superior to a monolingual approach (Gyllstad et al. 2022; Källkvist et al. 2022). The present study focuses on year 7 (age 12-13), which normally marks the transition from primary to secondary school, where pupils are expected to communicate monolingually in standardized, national tests. We document classroom translanguaging practices and associated beliefs among four experienced EFL teachers, aiming to understand what ‘best practice’ (beprövad erfarenhet), which is a policy concept (Skolverket 2020), for year 7 may be. Drawing on ethnography of language policy (Hornberger & Johnson 2007), we conducted linguistic ethnography (classroom observation, linguistic landscape analysis, policy-document analysis and interviews), addressing three questions: To what extent and for what purposes did experienced EFL teachers translanguage?; By what means did the same teachers encourage students to use English?; What beliefs underpinned the same teachers’ practices? Inductive content analysis (Bryman 2016) revealed that all four teachers aimed for English to be the classroom language, but practices meant to encourage students to speak in English as well as some translanguaging practices differed. For example, teachers sometimes responded differently when students used Swedish (the language of schooling), and full translanguaging, i.e. using students’ entire linguistic repertoires, was encouraged in a small group only. We end by reflecting on a best practice for year 7 based on the documented practices, teachers’ beliefs and on multilingualism research in psycholinguistics (Grosjean 2008).

Keywords
translanguaging, English, Swedish, secondary school
National Category
Didactics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-123385 (URN)
Conference
"Translanguaging in the Age of (Im)mobility", Fourth International Conference on Translanguaging, Falun, Sweden, June 12-14, 2023
Funder
Swedish Research Council, UVK 2016-03469
Available from: 2023-07-29 Created: 2023-07-29 Last updated: 2023-08-07Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2023). Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden. The European Journal of Applied Linguistics and TEFL
Open this publication in new window or tab >>Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden
2023 (English)In: The European Journal of Applied Linguistics and TEFL, ISSN 2192-1032Article in journal (Refereed) Accepted
Keywords
translanguaging, EFL, teacher beliefs, teacher practices, Swedish
National Category
Didactics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-124872 (URN)
Available from: 2023-09-24 Created: 2023-09-24 Last updated: 2024-02-06
Källkvist, M., Sandlund, E., Sundqvist, P. & Gyllstad, H. (2022). Interaction in the Multilingual Classroom. In: Istvan Kecskes (Ed.), The Cambridge Handbook of Intercultural Pragmatics: (pp. 836-868). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Interaction in the Multilingual Classroom
2022 (English)In: The Cambridge Handbook of Intercultural Pragmatics / [ed] Istvan Kecskes, Cambridge: Cambridge University Press, 2022, p. 836-868Chapter in book (Refereed)
Abstract [en]

Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2022
Series
Cambridge Handbooks in Language and Linguistics
Keywords
multilingualism, multilingual education
National Category
Didactics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-107812 (URN)10.1017/9781108884303.033 (DOI)
Funder
Swedish Research Council, UVK 2016-03469
Available from: 2021-11-04 Created: 2021-11-04 Last updated: 2023-04-27Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M. & Gyllstad, H. (2022). Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue. Languages, 7(4), 291-291
Open this publication in new window or tab >>Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue
2022 (English)In: Languages, E-ISSN 2226-471X, Vol. 7, no 4, p. 291-291Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
MDPI, 2022
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:lnu:diva-118173 (URN)10.3390/languages7040291 (DOI)000900919600001 ()2-s2.0-85144666477 (Scopus ID)
Projects
MultiLingual Spaces [Swedish Research Council, Reg. no. 2016-03469]
Funder
Swedish Research Council, 2016-03469
Available from: 2023-01-08 Created: 2023-01-08 Last updated: 2023-03-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8686-9959

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