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  • 1.
    Betzholtz, Mirja
    et al.
    University of Kalmar, School of Human Sciences.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Confronting intercultural experiences through life history2008Conference paper (Refereed)
  • 2.
    Betzholtz, Mirja
    et al.
    University of Kalmar, School of Human Sciences.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Confronting intercultural experiences through life history2008Conference paper (Refereed)
  • 3.
    Betzholtz, Mirja
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Preschool – a Diverse Arena2013Conference paper (Other academic)
    Abstract [en]

     In Swedish preschool children with a mother tongue other than Swedish are given the ability to communicate in their native language and in Swedish. Research reveals notions of a monolingual norm of Swedishness in early childhood education. Developed skills in the mother tongue increases the opportunities to learn Swedish and good skills in different languages promote learning in other areas (Björk-Willén, 2007; Lindberg, 2002).

     

    Purpose of this paper is to problematize multilingualism in preschool and participation conditions. Data has been collected through interviews with preschool teachers and surveys of native supporters. Ethical considerations are made by informant’s agreement. Theoretical basis is postcolonial theory (Fanon, 1971; Said, 2004) and critical multiculturalism (May 1999) who question the socially constructed notions of majority and minority cultures, highlighting opposites, notions of monolingualism and the creation of superiority and subordination where the possession of language may prevail in different linguistic contexts.

     

    The analysis visualizes relational and didactic skills (Persson, 2012). Preschool teachers' relational skills appear when speaking about mother tongue, positive impact on school success and expanded vocabulary when the teacher speaks the same language as their parents. Through native support children receive help in understanding the preschool. Mother tongue teacher’s education represents high didactic competence. Offering language support at inappropriate times, when children are sleeping, visualizes low didactic skills and lack of flexibility in the organization. Arranging language support when children can not participate appears as a consequence of superiority and subordination. The norms of monolingualism are in control.

     

  • 4.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    "Jag är jätteglad när det gäller mitt arbete...": Utvärdering av projekt med polska läkare i Sverige2002Report (Other academic)
  • 5.
    Elmeroth, Ellisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Strümpel, Ulla
    University of Kalmar, School of Human Sciences.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Swedish as a Second Language2006In: Building on language diversity with young children: teacher education for the support of second language acquisition, 2006, p. 181-194Chapter in book (Refereed)
  • 6.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    En-till-en-datorer och skrivutveckling i flerspråkiga klassrum.2013Conference paper (Refereed)
  • 7.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    One-to-one computer and language development in a multilingual classroom2015In: US-China Education Review A, ISSN 2161-623X, Vol. 5, no 2, p. 77-91Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to provide knowledge about the impact of using one-to-one computers in educational practice, which in this case is language development in a multilingual classroom. The questions investigated are if and how the pupils’ learning is promoted and how the teacher’s instruction is influenced when each pupil has access to a personal computer. A 4th grade class, where all pupils speak Swedish as a second language, has been observed. Analyses are carried out by Activity Theory (AT). Language development and learning is in focus, as well as socio-cultural theories of mental tools. Having one-to-one computers in the studied classroom practice indicates that the computer is the actual mediating artifact in the students’ language development. The teacher becomes invisible and acts as technical support. The computer with its spellcheck function has taken over the teaching role. The interaction among the classroom actors appears as minor

  • 8.
    Henriksson, Kristina
    et al.
    University of Kalmar, School of Human Sciences.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Personligt intresse och erfarenhet avgjorde mitt val: en studie över ämnesval till examensarbete2007In: "Säjer dom vetenskaplig en gång till så spyr jag!": erfarenheter av att handleda examensarbeten / [ed] Ulla Karin Nordänger och Margareta Havung, Kalmar: Högskolan i Kalmar, 2007, 1, , p. 20p. 50-63Chapter in book (Other academic)
  • 9.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Elevtexter ur ett flerspråkighetsperspektiv: Translanguaging som medvind och motvind2016In: SMDI 12 Textkulturer, Tolfte nationella konferensen i Svenska med didaktisk inriktning, Karlstad, 24-25 november, 2016., 2016Conference paper (Refereed)
    Abstract [sv]

    Föreliggande presentation utgår från en 3-årig longitudinell studie av undervisning med användning av flerspråkiga elevers alla språkliga resurser för lärande. Lärarna tillämpar Garcias (2009) båda principer för translanguaging, social rättvisa och social praktik, i sin undervisning, vilket innebär att de arbetar medvetet och strategiskt för att eleverna ska utveckla sina båda språk i meningsfulla sammanhang (se Svensson 2016) och uppnå den kunskapsnivå som förväntas enligt kunskapsmålen för grundskolan (Skolverket 2015).

    Syftet med denna delstudie är tvåfaldigt, dels att utifrån elevers egna texter och bilder synliggöra deras ställningstaganden i förhållande till sin egen flerspråkighet och den flerspråkiga undervisning som erbjuds dem, dels att utifrån närstudiet av texterna och bilderna visa hur lärare kan understödja elevers utveckling till aktiv tvåspråkighet inom ramen för translanguaging.

    Materialet till studien har samlats in från introduktionen av translanguaging i årskurs 4 fram till slutet av årskurs 6 och består av elevers dagboksanteckningar, bilder och enkätsvar. Fem av 35 elever är valda för närstudium med utgångspunkten att de har varierande språklig bakgrund och vistelsetid i Sverige samt varierande språkliga erfarenheter vid den tidpunkt då translanguagingprojektet påbörjades. 

    Undersökningen visar att translanguaging, som framhålls som ett framgångskoncept för likvärdig tvåspråkighet hos flerspråkiga elever samt deras identitets- och kunskapsutveckling (se exempelvis Baker 2000; Creese & Blackledge 2010), inte är ett lika självklart framgångskoncept för samtliga fem elever i studien. Elevernas skilda förutsättningar kan ge dem både medvind och motvind vid tillämpning av translanguaging i klassrummet. Lärare måste ta med i beräkningen att elevernas skriftliga förkunskaper på båda språken är av central betydelse för möjligheterna att ta vara på de vinster som translanguaging erbjuder. Resultatet visar hur lärarna utformar undervisningen för att ge de enskilda eleverna chans till optimal utveckling av sin flerspråkiga potential.

  • 10.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    En holistisk syn på språk, språkanvändning och språkdidaktik2016In: Lisetten, ISSN 1101-5128, no 2, p. 32-33Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Makt och literacitet: Modersmålslärare skriver om modersmålsundervisning2013In: Literacy i læringskontektser / [ed] Skjelbred, Dagrun och Veum, Aslaug, Oslo: Cappelen Damm AS, 2013, p. 170-179Chapter in book (Refereed)
  • 12.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Multilingual students' attitudes when their teachers transform monolingual education into translanguaging2015Conference paper (Refereed)
    Abstract [en]

    The aim of our study is to show how multilingual students’ ideas of their languages reflect their approaches to multilingualism as a resource in the classroom.

    Translanguaging ((Williams 1996), which means simultaneous use of various lingual resources, has shown to promote multilingual students’ development of identity and knowledge when being used strategically in the classroom (Creese & Blackledge 2010; Garcia 2012; Wedin 2013; Cummins & Persad 2014; Garcia & Wei 2014). However, in many schools the target language is regarded as the only language that should be used in second language education (cf. Cummins 2007) which also was the case in the school in question for the study.

    Our study is part of a 3-year research project, Interaction for language and identity development in multilingual classrooms, where one part of the project consists of action research (Denscombe 2009) with the focus on the teachers’ changing of strategies in the classroom for utilizing the students’ lingual resources. The base of our study is a self estimating survey by 39 students in grade 5, students’ texts, recordings of conversation, classroom observation and interviews.

    The survey showed that the students have a large lingual potential but also great differences in  estimating and perceiving their first and second languages. Our results are not yet systematically analyzed, but there seems to stand out a pattern that students who have ranked both their languages on a high scale are considerably more positive to the teachers’ initiative than those with discrepancies in their rankings. Analyses of texts, colloquies, observations and interviews indicate that the students with high rankings of both their languages played an important role for those who initially were resistant by shaping new relations and contributing to mutual development of knowledge

  • 13.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Synligt och osynligt i individuella utvecklingsplaner2013In: Tionde nationella konferensen i svenska med didaktisk inriktning: Genre, Stockholm 18–19 oktober 2012 / [ed] Judith-Ann Chrystal, Maria Lim Falk, Stockholm: Stockholms universitets förlag, 2013, p. 150-159Chapter in book (Refereed)
    Abstract [sv]

  • 14.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Vad är det bra att vara bra på?: Intersektionella perspektiv på flerspråkiga elevers dagboksanteckningar2015In: Abstracts. Den nionde nordiska konferensen om språk och kön, Linnéuniversitetet, Växjö, 15-16 oktober, 2015, 2015Conference paper (Other academic)
    Abstract [sv]

    Syftet med vår studie är att synliggöra hur till synes okomplicerade dagboksanteckningar hos elever i en femteklass pekar på underliggande komplexa maktmekanismer.

    I den aktuella klassen med tolv olika förstaspråk har läraren under läsåret arbetat med translanguaging (Cummins 2007; Garcia 2012; Torpsten & Svensson 2015) innebärande strategisk användning av elevernas förstaspråk i undervisningen för att befrämja identitets- och kunskapsutveckling. Tio flickor och tre pojkar har utfört skrivuppgiften ”Saker jag är bra på”.

    För analys av maktförhållanden använder vi intersektionell teori (Lykke 2003; de los Reyes & Mulinari 2005) med språk, etnicitet och klasstillhörighet som nod i det intersektionella nätet, samt MCA (Sacks 1992; Stokoe 2012) som metod för att urskilja elevernas kategorisering av sina förmågor. Språkliga verktyg som intertextualitet och betydelserelationer enligt SFL (Holmberg & Karlsson 2006) ligger till grund för analys av beskrivningarna.

    Kategoriseringar som framträder tydligt och skiljer sig mellan flickor och pojkar är duktig elev (endast flickor), hjälpsamt barn i hemmet (särskilt pojkar) och framgångsrik idrottare (mest flickor). Hygglig kompis är gemensamt för de flesta. Kategoriseringarna tyder på att eleverna är känsliga för lärares förväntningar och speglar ett underläge i maktförhållande gentemot läraren, vilket är särskilt påtagligt i flerspråkiga klassrum (Cummins 2000).

    Trots att läraren arbetat långsiktigt med translanguaging lyfter endast en elev kunskaper i förstaspråket. Däremot nämner mer än hälften av flickorna goda kunskaper i främmandespråket engelska. Osynliggörandet av förstaspråket kan förklaras med att eleverna vistas i svensk skolkontext som präglas av att makt utövas genom idealisering av en enspråkig norm och homogen svenskhet (Elmeroth 2008; Svensson & Torpsten 2013a, 2013b). Elevernas klasstillhörighet i ett utanförskapsområde (Bunar 2001, 2008; Torpsten 2011) kan försvåra möjligheterna att se förstaspråket som ett redskap för lärande (Meijer 2014).

  • 15.
    Svensson, Gudrun
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nertyk, Anja
    Växjö kommun.
    Khalid, Intisar
    Växjö kommun.
    Velic, Jasmina
    Tvåspråkighet under utveckling2016In: Svenskans beskrivning 35: Tema : ord, 2016Conference paper (Refereed)
    Abstract [sv]

    Syftet med vår studie är att synliggöra tvåspråkiga elevers skriftspråkliga utveckling på sitt förstaspråk och på andraspråket svenska och utifrån det diskutera förutsättningar för tvåspråkig progression i svensk skolverksamhet.

    I den svenska skolan har tvåspråkiga elever möjlighet att utveckla sitt förstaspråk i ett särskilt ämne, modersmål, vilket enligt Lgr 11 ska ge eleverna möjlighet att utveckla tal och skrift för att få tilltro till sin språkförmåga och kunna använda språket i olika sammanhang för skilda syften.  Emellertid har uppdelning av första- och andraspråket som två åtskilda undervisningsämnen ifrågasatts av flerspråkighetsforskare (t.ex. Cummins 2007; Garcia 2012). De pekar på att elevernas hela språkliga potential ska tas tillvara i all undervisning för att stärka elevernas identitetsutveckling och för att de ska uppnå optimal kunskapsinhämtning och utveckling av båda språken. Translanguaging (Williams 1996) är ett begrepp som används för att beteckna undervisning med användning av elevernas alla språkliga resurser som ett medel för lärande.

    I denna studie ingår tio elever som läser ryska, bosniska eller arabiska i ämnet modersmål och som i övriga ämnen deltagit i sin klasslärares translanguagingprojekt under mellanstadiet, vilket innebär att de haft goda möjligheter att utveckla sitt förstaspråk. För att utvärdera den skriftspråkliga utvecklingen har elevtexter på första- och andraspråket samlats in under tre år och analyserats kvantitativt med lexikala och syntaktiska variabler. De kvantitativa resultaten av textanalyserna har dels jämförts sinsemellan, dels speglats mot andra variabler som onset av svenska samt elevers utvärderingar av erbjudet lärande och egna språkkunskaper, uppgifter som samlats in genom enkäter och intervjuer. Preliminära resultat indikerar att utveckling av de båda språken visar stora variationer. Tiden för onset tycks inte vara en avgörande faktor medan elevernas tilltro till den egna språkförmågan spelar stor roll, en tilltro som enligt undersökningen kan både förstärkas och försvagas av föräldrars och lärares attityder till värdet av flerspråkig kompetens.

  • 16.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    A monocultural offer. Swedish as a second language in compulsory school curricula and syllabuses2007In: CiCe, Malmö, 2007Conference paper (Refereed)
  • 17.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    A multicultural school2006In: Teacher Education for the Support of Second Language Acquisition, Tartu, 2006Conference paper (Refereed)
  • 18.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    ”Bra att våra elevers behov blir sedda”2002Report (Other academic)
  • 19.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Det var inte så jobbigt det där med språket längre: Elever med svenska som andraspråk berättar om sina nio år i grundskolan2015In: Med livsberättelser som forskningsansats: en rapport från den 6:e livsberätteleskonferensen i Karlstad / [ed] Löfgren, Håkan;Karlsson, Marie;Pérez Prieto, Héctor, Karlstad: Karlstad Universitet , 2015, , p. 13p. 75-87Conference paper (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att öka kunskapen och förståelsen för skolans praktik. Med en livsberättelseansats studeras andraspråkselevers berättelser om sina nio år grundskolan. Utgångspunkt är att berättade skolerfarenheter från grundskoletiden kan bidra med till förståelse för livet i skolan när skolans språk, svenska, inte bemästras fullt. Jag undrar vilken betydelse eleverna ger de berättade händelserna och vad det berättade innebar för dem. Ur databanken Skrivbanken (2009), med uppsatser från det nationella provet 2003, har två texter med rubriken Mina skolår valts. Det som framträder i berättelserna tolkas med hjälp av postkolonial teori och teorier om socialt kapital. I analysen framträder erfarenheter av att vara utanförställd och att inledningsvis sakna tillgång till språkliga sammanhang i skolan. Erfarenheter av olika förhållningssätt till språklig kompetens respektive inkompetens i relation till skolans språk blir också tydlig. Annat som framträder är elevers strävan efter vad som kan betecknas språklig enhetlighet samt skolans och utbildningens betydelse för att socialt och kulturellt kapital ska bli större.

  • 20.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Det är ett bra ställe att komma till om man behöver hjälp: Studenters och lärares erfarenheter av samt förväntningar på studieverkstaden2012Report (Other academic)
  • 21.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Educating teachers for multicultural learning environments2007In: NFPF/NERA, Åbo, 2007Conference paper (Refereed)
  • 22.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Encountering Swedish as a Second Languag2009In: NFPF/NERA, Trondheim, 2009Conference paper (Refereed)
  • 23.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Erbjudet och upplevt lärande i mötet med det svenska2009In: Nordand, Helsingborg, 2009Conference paper (Refereed)
  • 24.
    Torpsten, Ann-Christin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Erbjudet och upplevt lärande i mötet med svenska som andraspråk och svensk skola2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation focuses on the experiences of second language pupils which involve linguistic encounters. The overarching aim is to analyse second language pupils' encounters with Swedish as a Second Language and the Swedish school, using a “curriculum theory” and a ”life story” approach". The goal is achieved by examining two empirical contexts which can be described as expressed and experienced curricula. In the first context, an idea analysis is carried out of the contents of the syllabi and curricula for Swedish as a Second Language over a period of time. In the second context, a narrative analysis is carried out of the life stories given by second language pupils of their encounter with Swedish as a Second Language and the Swedish school. Trainee teachers with Swedish as a Second Language participate by telling their life stories.

    A framework for interpretation emerges by reasoning about language and the creation of meaning, as well as about culture, cultural capital, similarities/differences, compensating/completing and limited participation/full participation. The reasoning leads to the construction of a theoretical interpretation framework and prisms through which the offered and experienced learning can be studied.

    The analysis shows that what is on offer in the curricula and syllabi is mainly monocultural. It shows that a new subject has grown up based on the need to teach pupils about the Swedish cultural heritage and Swedish norms. Moreover, both changes in the expressed educational ideals over a period of time and contradictory educational ideals become evident. It is also clear that those providing the information felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. To make up for this lack of Swedishness, they were separated from the other classmates and offered special teaching in an attempt to compensate. They also received mother tongue tuition, which was not in Swedish, and this became a problem for those around them, who considered this was an easy option. The second language tuition they were offered focussed partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used.

  • 25.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Erbjudna möjligheter och upplevda erbjudanden2009In: Grundskoletidningen, Vol. 2(19), p. 22-29Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Torpsten, Ann-Christin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Ett monokulturellt erbjudande.: Om svenska som andraspråk i grundskolans läro- och kursplaner.2006Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Övergripande syfte med denna licentiatavhandling var att synliggöra vad grundskolans ämne svenska som andraspråk erbjuder andraspråkselever i termer av lärande. Studien analyserar vilka utbildningsideal formulerade i läroplaner och konkretiserade i kursplaner ämnet svenska som andraspråk kan sägas omfattas av. Analysen omfattar också hur dessa ideal har förändrats över tid samt vilken relation som råder mellan läroplaner och kursplaner. Med en läroplansteoretisk ansats görs en läroplanshistorisk textanalys, vilken omfattar grundskolans fyra läroplaner och tillhörande kursplaner gällande svenska som andraspråk. En tolkningsram bestående av två prismor har utvecklats med utgångspunkt i begreppen begränsat deltagande/deltagande fullt ut, kompensera/komplettera samt likformig/olikformig. Genom att betrakta de olika texterna genom tolkningsramens båda prismor har olika bilder av mål med och innehåll i skolämnet svenska som andraspråk över tid vuxit fram. Analysen synliggör utveckling, brott mot utveckling och dubbla ideal när det gäller vad andraspråkselever, genom ämnet svenska som andraspråk, erbjuds i termer av lärande. Analysen synliggör också spänningsfält mellan i läroplaner formulerade och i kursplaner konkretiserade utbildningsideal. Trots en strävan i nu gällande läroplan mot multikulturella utbildningsideal är den aktuella kursplanen i huvudsak monokulturellt präglad.

  • 27.
    Torpsten, Ann-Christin
    Växjö universitet.
    Ett monokulturellt erbjudande. Om svenska som andraspråk i grundskolans läro- och kursplaner2006Licentiate thesis, monograph (Other academic)
  • 28.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Experienced Learning in the Pupils' Encounters with Swedish as a Second Language and Swedish School2009In: ESREA, Milano, 2009Conference paper (Refereed)
  • 29.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Förståelse för den andre via berättelser om livet: två uppsatser om identitetsskapande2009Collection (editor) (Other academic)
  • 30.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Global Citizenship and Lingual Identity: the ability to perform in different lingual settings2011In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 10, no 1, p. 37-45Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to interpret second-language pupils’ encounter with the Swedish school regarding first- and second-language learning. An empirical context called experienced learning is investigated by interpreting student teachers’ oral and written narrated learning memories. Using a life-story approach, the interpretation focuses on lingual skills, lingual identity and citizenship. The study looks at participation in Swedish as a second language and mother tongue education when the subjects encountered the Swedish school system. Participating in those lessons is described as positive. Participating made it easier to improve skills in the second language and mother tongue. Mother tongue skills were transferred to the second-language improvement. It became much easier to continue developing the second language when skills in the mother tongue increased. Language skills were positive for continued learning, linguistic development, development of bilingualism and multilingualism. Through widened linguistic horizons it becomes possible to develop identity as multilingual persons. When skills increase in different languages such as Swedish as a second language and mother tongue, the subjects become aware of their identities as multilingual persons. They become aware of their possibilities of being active, multicultural, global citizens. Their ability to perform in different lingual settings becomes visible.

  • 31.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    How we gonna make it through … in spite of our circunstance2009In: ESREA, Milano, 2009Conference paper (Refereed)
  • 32.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    I hela Malmö är det bara en skola som erbjuder modersmålsundervisning inom skolans ram. : Utredning av Malmö stads modersmålsorganisation.2010Report (Other academic)
    Abstract [en]

    På uppdrag av Malmö stad (Stadskontoret, avdelning barn och ungdom) har en utredning av modersmålsverksamheten i för-, sär- och grundskola genomförts. Utredningen utgår från webbenkät till samtliga modersmålsstödjare/tränare, lärare, studiehandledare, rektorer vid de skolor som anlitar dessa yrkesgrupper samt rektor och biträdande rektorer vid modersmålsenheten. Vidare utgår utredningen från gruppintervju med rektor och biträdande rektorer för modersmålsenheten och telefonintervjuer med representanter för två andra kommuner gällande sätt att organisera modersmålsverksamhet.

     

    Modersmålsorganisationen i Malmö stad är anslagsfinansierad och tillhör stadsdelsförvaltning Rosengård. Organisationen leds av en rektor samt tre biträdande rektorer vilka fördelar modersmålsresurserna. Modersmålsstödjarna/tränarna, lärarna respektive studiehandledarna är verksamma inom alla för- och grundskolor i Malmö stad, både de kommunala och fristående. Inom modersmålsenheten är lärarna respektive studiehandledarna organiserade i arbetslag och utvecklingsgrupper, modersmålsstödjarna/tränarna är organiserade i egna arbetslag. Stödjare/tränare, lärare respektive studiehandledare tjänstgör till övervägande del på flera enheter. Schema och arbetstid är reglerat av den centrala modersmålsenheten. Med tjänstgöring förlagd på många enheter och efter ordinarie schema är man varken med i arbetslag på de olika skolorna, i ordinarie verksamhet eller kompletterar arbetslaget som finns kring eleven.

     

    Modersmålsenheten förlägger oftast modersmålsundervisning efter elevers ordinarie skoldag och utanför timplanebunden tid. När modersmålsinsatserna organiseras utanför schemabunden tid förlängs de deltagande elevernas skoldag i samma utsträckning. Det framstår som mindre bra att de olika skolorna inte organiserar sin egen verksamhet och därför heller inte ansvarar för den samma för de personer som verkar inom den eller de barn/elever som deltar i den.

  • 33.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Increased awareness about teaching pupils with a first language other than Swedish2007In: Nordand, Helsingfors, 2007Conference paper (Refereed)
  • 34.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Increased Mother Tongue skills and second langue learning2010In: ESREA – European Society for Research on the Education of Adults, Linnaeus University, Växjö and Kalmar, 4-7 mars 2010, 2010Conference paper (Refereed)
    Abstract [en]

    Aim of this paper is to discuss second language teacher students' encountering with SwedishSchool, mother tongue tuition and second language learning. Trainee teacher students with Swedish as a Second Language have told their life stories. They encountered the Swedish school and the Swedish language and in the 1990s.

    A narrative analysis shows that those teacher students' received tuition in their mother tongues when they encountered SwedishSchool. Mother tongue in school was positive for their continued linguistic development. Good skills in the mother tongue are transferred to the second language and it became much easier to continue developing a second language when skills in their mother tongue improved. The respondents' mother tongue was very important for the development of bilingualism or multilingualism. When the skills in their mother tongue increased, they became aware of the fact that they could switch between their languages. 

  • 35.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Intercultural experiences from a monocultural society and school2008In: NFPF/NERA, Köpenhamn, 2008Conference paper (Refereed)
  • 36.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    “It is of good use to be trained in interviewing and to discuss it there up on” Teacher students putting research methods and theories into practice during their teacher training2004In: NFPF/NERA, Reykjavik, 2004Conference paper (Other academic)
  • 37.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    It was only the foundation and sewing machine feet of iron that was left2014Conference paper (Refereed)
    Abstract [en]

    The purpose of this presentation is to shed light on what happened then when one family was forced to leave home, when the daughter returned and when she oriented towards something new. With a life story approach I analyze an individual's narrative about leaving and change in a process that can be described in the three stages tell, analyze and read. Starting point for the analysis is individually told memories that are interpreted using postcolonial theory and theories of social capital. What has the breakup, return and reorientation meant, what is communicated and what can we, with the help of this life story, learn about life when you as a young person were forced to leave home, when you returned and then turned toward something new are questions I ask.

  • 38.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    ”Jag är jätteglad när det gäller mitt arbete…”. Utvärdering av projekt med polska läkare i Sverige utifrån aspekterna inkludering och exkludering i arbetsmarknaden och arbetslivet2002In: IMER, Norrköping, 2002Conference paper (Other academic)
  • 39.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Langue Skills, Lingual Identity and Active Citizenchip2010In: Lifelong Learning and Active Citizenship / [ed] P. Cunningham & N. Fretwell, London: Institute for Policy Studies in Education, London Metropolitan University , 2010, p. 472-478Chapter in book (Refereed)
    Abstract [en]

    This paper focuses on lingual skills, lingual identity, active citizenship and the experiences of second language learners, using a life story approach. The overarching aim is to discuss second language teacher students' encountering withSwedishSchool, mother tongue tuition and second language and lifelong learning. The goal is achieved by examining an empirical context. A narrative analysis is carried out of life stories given by second language pupils. Trainee teacher students with Swedish as a Second Language told their second language learning memories as aspects of their life stories. They encountered the Swedish school in the 1990s and told their life story memories in 2007. The life stories were collected in the form of letters and in-depth group discussions. I acted as discussion leader. The stories were studied, interpreted, presented and discussed in different stages with the help of a theoretical starting points and an interpretation framework. A narrative analysis was carried out in a spiral of understanding by means of deconstruction and reconstruction.

     

    The analysis shows that those teacher students' received tuition in their mother tongues when they encounteredSwedishSchool. Mother tongue in school was positive for their continued and life long learning and linguistic development. Good skills in the mother tongue were transferred to the second language and it became much easier to continue developing a second language when skills in their mother tongue improved. The teacher students' mother tongue was very important for the development of bilingualism in terms of multilingualism. Through their lifelong linguistic learning and development it becomes possible to develop an identity as multilingual persons. Good skills in the mother tongue and the second language are conditions for active citizenship in a multicultural society. When the skills in mother tongue increased, the trainee teacher students became aware of the fact that they could switch between their languages. They became aware of their identities as multi lingual citizens and their possibilities of being active multicultural citizens.

  • 40.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Mother tongue and multilingual education2012In: Creating Communities: Local, National and Global / [ed] P. Cunningham & N. Fretwell, London: CiCe , 2012, p. 153-160Chapter in book (Refereed)
    Abstract [en]

    The overarching aim of this paper is to highlight second-language pupils’ engagement with the Swedish school system, as far as language development and learning are concerned. The empirical focus of the paper is directed towards experienced learning and is investigated through the interpretation of oral and written learning memories. Informants speaking Swedish as a second language participate by recounting their school memories. Using a ‘life story’ approach the interpretation of these learning memories focuses on lingual skills, education, lingual identity and citizenship. For those whose first language is other than Swedish, mother tongue education becomes a focal point within the school system. The research shows that participating in mother tongue lessons was seen as positive and that taking part made it easier to improve skills not only in the mother tongue but in the second language, Swedish, as well. Through widened linguistic horizons it then becomes possible to develop a multilingual identity and students become aware of their possibilities as active global citizens.

  • 41.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Multilingual students strategies for participation in language contexts: Students tell about language, language development and language competence in a school practice2017In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 8, no 5, p. 678-692Article in journal (Refereed)
    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.

  • 42.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Möten med svenska som andraspråk och svensk skola2009In: 3:e nationella konferensen i läroplansteori, Växjö, 2009Conference paper (Refereed)
  • 43.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Mötet med svenska som andraspråk och svensk skola2009In: Lisetten, ISSN 1101-5128, Vol. 20, no 4, p. 11-13Article in journal (Other academic)
  • 44.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Newly arrived young people’s introductory program – becoming qualified for national program2017Conference 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.

  • 45.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    När man inte tillhör gruppen från början.2012In: Normkritiska perspektiv – i skolans likabehandlingsarbete / [ed] Elisabeth Elmeroth, Lund: Studentlitteratur , 2012, 1, p. 75-90Chapter in book (Other academic)
    Abstract [sv]

     

    Invandrare dit, svenskar dit. Det blir en särskiljning i skolan. Alla skolkamrater ser på det på det sättet, att se där, han tillhör inte. Kolla han kan inte!

    För då kan jag svenska, då kan jag kommunicera med andra, jag känner liksom tillhörighet till er, till den större gruppen.

    Citaten ovan visar hur elever med svenska som andraspråk i skolans pedagogiska praktik skiljs från klassgemenskapen när undervisningen ordnas med utgångspunkt i språkliga färdigheter. Citaten åskådliggör att andraspråkselever kan uppleva sig som särskiljda, utanför och betraktade som okunniga i den svenska grundskolan. De synliggör också elevers längtan efter att i stället få tillhöra klassgemenskapen och att kunna delta. Detta blir startpunkt när jag i kapitlet resonerar kring andraspråkselevers situation i den svenska grundskolan genom att problematisera i läro- och kursplaner erbjudet lärande och av andraspråkselever upplevt lärande. Fokus riktas mot utbildning av elever med utländsk bakgrund och svenska som andraspråk. Den empiri som jag redovisar samlades in i en tidigare studie (Torpsten, 2008) där andraspråkstalande informanter berättade sina minnen av mötet med svenska språket och skolan i brev och gruppsamtal.

  • 46.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    One classroom - fifteen languages2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016, p. 100-101Conference paper (Refereed)
    Abstract [en]

    My research is directed towards newly arrived children’s perceptions of participation in preschool and in a so called International class. Aim is to highlight experiences of involvement in preschool and the creation of identity. Which deals are given? How is social life created in preschool?

    Wigg (2008) who has studied the consequences of being forced to break up and restart shows three identities called alienation, ambivalence and activity. She discusses students’ participation, schooling and the creation of identiy.

    Benhabib (2004), who is reasoning about education, citizenship and obligations, writes that “democratic citizenship requires obligations, obligations requires responsibility and deepening loyalty".

    A life story approach, narrative analyze and an idea analyze of steering document is used. Empirical data is collected in terms of interviews of newly arrived children’s, teachers and steering documents concerning their education.

    Parental permission to interview their children is received. The sampled life individual stories are read and re-told by me as new stories why all informants remain anonymous.

    Steering document shows that the school has a democratic educational task which means teaching and establishing respect for human rights and fundamental democratic values that the Swedish society is based on (Ministry of Education, 2011). It is important for the education to support and prepare young people to live and function in society (Ministry of Education, 2011).

    Future preschool and community is facing a challenge that is about to achieve a fusion of democratic equality and cultural diversity (Benhabib, 2004), participation and the creation of identity.

  • 47.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    People in motion, a historical perspective: A narrative about leaving and change2015In: Participation, Integration, and Recognition: Changing Pathways to immigrant Incorporation / [ed] Elli Heikkilä, Auvo Kostiainen, Johanna Leinonen, Ismo Söderling, Turku: Institute of Migration , 2015, p. 126-138Chapter in book (Refereed)
    Abstract [en]

    The aim of this study is to shed light on one immigrant’s experience of leaving and changes, of being forced to abandon the family home. Though decision to return and eventually did so, the informant later chose to leave again, reorienting towards new possibilities elsewhere. The informant related, in an oral interview, memories of the 1930s and 1940s; telling this story nearly seventy years after. Taking a life-story approach, I analyze this narrative of leaving and change, building on the idea that individually narrated memories can contribute knowledge and understanding to the field of immigrant studies. Experiences of insecurity and the search for a place where one feels safe and comfortable result from being forced to leave one’s home, all that is familiar, and from starting over. In this context, while the informant’s initial exodus was beyond control, later move to start over in a new country appears to reflect one’s own choice.

  • 48.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Preschool, Multilingualism and Translanguaging: Linguistic Diversity, Language Strategies and Participation2017In: US-China Foreign Language, ISSN 1539-8080, E-ISSN 1935-9667, Vol. 15, no 2, p. 81-90Article in journal (Refereed)
    Abstract [en]

    This text focuses on multilingual children’s education and language development in the Swedish preschool contextdiscussing linguistic strategies, language diversity, native language, and native language support. Speaking Swedishin the Swedish preschool is the norm; it is the major language in Sweden and it is also the native language of themajority of the children. However, speaking about native language in the Swedish school context, it is often aboutnative languages other than Swedish. We are speaking about the children with a native language other than Swedish,the multilingual children. Research shows that interaction between the children and the teachers is crucial for thechildren’s learning, language acquisition, and identity development. The interaction, expectations, and attitudes thatthe child, the teacher, and others in the surroundings have both to the language or languages that should be learnedand to the child who should learn, are also critical for success in language development. When a child in thepreschool pedagogical practice develops the native language, the child becomes less subordinate, can play togetherin many settings, and get access to the world in the preschool and in the society that is expressed and understoodthrough language.

  • 49.
    Torpsten, Ann-Christin
    University of Kalmar, School of Human Sciences.
    Reading for joy, relaxation and knowledge.2003In: NFPF/NERA, Köpenhamn, 2003Conference paper (Other academic)
  • 50.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Rektors tillbakablickar på forskningssamarbete och skolutveckling2015In: Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola / [ed] Maria Lindgren, Gudrun Svensson och Elisabeth Zetterholm, Växjö: Linnaeus University Press, 2015, 1, p. 69-80Chapter in book (Other academic)
12 1 - 50 of 71
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