This presentation is part of a larger project that aims to gain an in-depth understanding of disciplinary literacy in primaryschool teacher education in Sweden, including for example teacher educators’ beliefs about literacy practices. In thepresentation we will discuss the results from a sub-study of three teacher educators’ talk about literacy in relation totheir teaching practice and about students’ writing in their respective discipline, namely biology, Swedish (comparativeliterature) and mathematics. Nexus analysis, based on mediated discourse theory (Scollon & Scollon 2004), is used asthe analytic framework focusing on the concepts of ‘social action’, ‘historical body’ and ‘discourse in place’. Drawingon dialogical interviewing principles (Way et al. 2015), semi-structured interviews were conducted on Zoom at auniversity in the south of Sweden. Analysis revealed clashes between the historical body of the participants and thediscourses in place due to the intricate web of literacies and interdisciplinary fields that teacher educators need tonavigate. We argue that this type of meta-methodological perspective, in which the social actions of the participantscome to the fore, can clarify the complex connections inherent in literacy practices as opposed to common proceduresin the field such as think-aloud protocols and expert-novice distinctions.

References

Way, A., Kanak Zwier, R., & Tracy, S. J. (2015). Dialogic Interviewing and Flickers of Transformation: An Examination and Delineation of Interactional Strategies That Promote Participant Self-Reflexivity. Qualitative Inquiry,21(8), 720–731.

Scollon, R. & Scollon, S.W. (2004). Nexus Analysis. Discourse and the Emerging Internet. London & New York:Routledge Taylor & Francis Group.

The purpose of this study is to deepen the understanding of literacy perspectives in teacher education by analysing how four primary teacher educators from different disciplines talk about their practice. In dialogic interviews, focal points included what types of activities regarding language and texts the participants mention using in their respective disciplines. The results reveal three main perspectives on literacy: general academic literacy, disciplinary literacy, and professional literacy. A visualization of the results in the form of a model renders visible the three main perspectives as well as overlapping combinations that relate to disciplinary literacy teaching. Thereby, this study contributes a metalanguage that can be used across disciplines by teacher educators to support pre-service teachers’ disciplinary socialisation drawing on the different literacy practices. The complexity of the literacy perspectives merits further research in order to explore different discourses within and between each perspective.

Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.

I denna studie undersöks hur två mellanstadielärare i intervjuer talar om flerspråkande i skolarbetet före och efter en intervention. Materialet är insamlat inom ett samverkansprojekt mellan Linnéuniversitetet och två olika F–6-skolor på initiativ av en kommuns utbildningsförvaltning. Själva interventionen pågick i två språkligt heterogena klasser under 14 veckor i syfte att ge stöd till respektive lärare att i större utsträckning tillvarata flerspråkiga resurser i skolarbetet. Intervjuerna analyseras med hjälp av kvalitativ innehållsanalys, som i sin tur tolkas och disku-teras med hjälp av Ruíz (1984) tre olika förhållningssätt till språk och språkan-vändning som problem, rättighet eller resurs. Studiens resultat diskuteras också utifrån begreppen epistemisk rättvisa (Fricker, 2007, 2017) och inkluderande undervisning (Ainscow & Messiou, 2018; Kugelmass, 2006). Resultatet visar att lärarna efter interventionen uttrycker att de i högre grad erbjuder flerspråkande i skolarbetet, vilket kan tolkas som ett exempel på inkluderande undervisning som ökar den epistemiska rättvisan för såväl elever som vårdnadshavare med migrationsbakgrund. Emellertid ger båda lärarna fortsatt uttryck för flerspråkigheten som en villkorad resurs, något som tillfälligt kan användas av de elever som ännu inte lärt sig tillräckligt med svenska.

I detta kapitel redogör vi för ett praktiknära projekt bestående av ett ettårigtskolutvecklingsprojekt på två olika F–6-skolor. Projektet syftade till attfrämja flerspråkiga elevers lärande och identitetsutveckling. Detta skeddegenom att introducera förhållningssätt och arbetssätt där elevers ochvårdnadshavares språkliga resurser och deras kunskaper skulle ses och tastillvara som en resurs i skolarbetet. Erfarenheterna av projektet visar påökad föräldramedverkan och mer engagerade elever vid projektaktiviteter,samtidigt som lärarna rapporterade om systematiskt utvecklingsarbete ochutbyte av erfarenheter i lärarlagen till gagn för elevernas lärande.

One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. 

Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.

En människas språkliga resurser är nära sammankopplade med vem hon är och hur hon blir uppfattad av andra. Med andra ord har en människas språkliga resurser med hennes identitet att göra (Edwards, 2009). I dagens Sverige talas fler än 150 språk (Parkvall, 2015). Dessa språk tillskrivs inte lika värde, varken officiellt i lagar och språkpolicyer eller av talare av olika språk. Hult (2017) har å ena sidan beskrivit den språkliga hierarki som råder i Sverige med svenska som huvudspråk (SFS 2009:600) och det obligatoriska skolämnet engelska som ett andraspråk (SFS 2010:800), å andra sidan de inhemska minoritetsspråken (finska, jiddisch, meänkieli, romani och samiska) och övriga fler än hundra minoritetsspråk. Denna språkliga hierarki kan ses som ett uttryck för en enspråkig, eller möjligen tvåspråkig svensk-engelsk, norm. Svenska och engelska värdesätts högst i samhället, följt av skolspråken franska, tyska och spanska. De övriga språken tillmäts snarare ett individuellt värde. Det utvecklings- och forskningsprojekt som beskrivs i denna rapport har med språkliga resurser att göra, och det är rimligt att även relatera beskrivningen till ovanstående resonemang om språkliga hierarkier.

This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.