La presente revisión de alcance explora la motivación y la escritura en educación secundaria y superior en estudiantes multilingües, definidos como aquellos usuarios o aprendices de tres o más lenguas. Consecuentemente, se plantean tres objetivos: 1) identificar aquellos estudios desarrollados en el área, 2) describir sus aproximaciones teóricas y metodológicas y 3) sintetizar sus principales resultados. Mediante una búsqueda sistemática de bibliografía, 22 publicaciones fueron identificadas y evaluadas siguiendo criterios de inclusión específicos y codificando los siguientes datos: población multilingüe y contexto educativo estudiados, aproximaciones teóricas con foco en la motivación, diseño metodológico y principales hallazgos. Tras el cribado y análisis del corpus, se constatan vacíos metodológicos y teóricos, así como la escasez de estudios enfocados en la conexión entre motivación y escritura multilingüe. Se desprende, igualmente, la necesidad de ahondar en aquellos aspectos afectivos, emocionales y contextuales que puedan estar relacionados con el desarrollo de la escritura

This scoping review explores motivation and writing in secondary and higher education in multilingual students, defined as users or learners of three or more languages. Consequently, three objectives are proposed: 1) to identify the studies developed in this area, 2) to describe their theoretical and methodological approaches, and 3) to synthesize their main results. Through a systematic literature search, 22 publications were identified and evaluated following specific inclusion criteria and coding the following data: multilingual population and educational context studied, theoretical approaches focusing on motivation, methodological design and main findings. After screening and analyzing the corpus, methodological and theoretical gaps and the scarcity of studies focused on the connection between motivation and multilingual writing were found. There is also a need to delve deeper into the affective, emotional and contextual aspects that may be intertwined with the development of writing

Esta revisão de escopo explora a motivação e a escrita de aprendizes multilingues no ensino secundário e superior, definidos como utilizadores ou aprendizes de três ou mais línguas. Consequentemente, são definidos três objetivos: 1) identificar os estudos desenvolvidos nesta área, 2) descrever as suas abordagens teóricas e metodológicas e 3) sintetizar as suas principais conclusões. Através de uma pesquisa bibliográfica sistemática, foram identificadas e avaliadas 22 publicações, seguindo critérios de inclusão específicos e codificando os seguintes dados: população multilingue e contexto educativo estudados, abordagens teóricas com enfoque na motivação, conceção metodológica e principais conclusões. Após a triagem e análise do corpus, foram detectadas lacunas metodológicas e teóricas e a escassez de estudos centrados na relação entre motivação e escrita multilingue. É também necessário aprofundar os aspectos afetivos, emocionais e contextuais que podem estar envolvidos no desenvolvimento da escrita

Artikeln beskriver en interventionsstudie som genomförts i fyra språkligt heterogena klasser på låg- och mellanstadiet i ämnena svenska/svenska som andraspråk, matematik, SO och NO. De allmänna skolord som arbetades med  hämtades ur elevernas läromedel. En gång per vecka i varje ämne hade läraren en kort genomgång av orden med eleverna i alla klasserna i en sammanhängande text och eleverna i studieklasserna jobbade därefter med praktiska elevaktiva övningar i ca 10 minuter, som t.ex. "Fråga-fråga-byt!" eller "Gissa ordet i pannan". Elevernas ordkunskaper testades före, under och efter interventionen och alla elever hade ökade resultat fem veckor efter interventionen. De klasser som ökade mest var studieklasserna som visade en extremt signifikant ökning och de som lärde sig allra mest var elever med särskilda behov. Även en kvalitativ intervejustudie gjordes med lärarna och alla var efter interventionen överens om att det allmänna skolordförrådet är viktigt att arbeta med, men de upplevde att det tar mycket tid.

El campo de la motivación en una segunda lengua (L2) ha crecido de manera prominente en las últimas décadas, y existen hallazgos sólidos sobre el efecto de la motivación en los resultados de aprendizaje. En cuanto a la producción escrita, varios estudios han encontrado que la motivación es un factor de gran importancia para el desarrollo de la escritura en una L2, junto con otros factores individuales. Este estudio se centra en el desarrollo de la escritura académica en el aula de español a nivel universitario en Suecia, con foco en las experiencias de aprendizaje de nuestros estudiantes. Para investigar el contexto de aprendizaje, adoptamos el concepto de ‘sensibilidad a las condiciones iniciales’. Este concepto proviene de la teoría del caos y se ha utilizado como parte de la teoría de los sistemas dinámicos complejos. Esta teoría sostiene que un pequeño cambio en las condiciones iniciales puede generar cambios impredecibles en todo un sistema. La descripción de los eventos, cambios o condiciones que pueden haber desencadenado el movimiento del alumno hacia un mayor aprendizaje de la lengua como respuesta a las condiciones iniciales, constituye, en síntesis, el objeto de estudio. Los participantes corresponden a 21 estudiantes universitarios multilingües de español, quienes han escrito narrativas autobiográficas y respondido a un cuestionario. La aplicación de un análisis temático a las narrativas arroja como resultado que razones familiares, experiencias escolares previas, un alto dominio de la L2, las lenguas previamente adquiridas, el contacto con las comunidades lingüísticas, el uso de la lengua y el contexto se perciben como condiciones iniciales y fuentes decisivas para el desarrollo de la motivación. Asimismo, factores motivacionales como la autodeterminación, la autoeficacia y la ansiedad ante la escritura están presentes en las narrativas.

The field of second language (L2) motivation has grown prominently in recent decades, and there are solid findings on the effect of motivation on learning outcomes. Regarding the development of L2 writing, several studies have found that motivation is a major factor, along with other individual factors.This study focuses on the development of academic writing in the Spanish classroom at university level in Sweden, with a focus on the learning experiences of our students. To investigate the learning context, we adopt the concept of Sensitivity to Initial Conditions. This concept comes from Chaos Theory and has been used as part of Complex Dynamical Systems Theory. This theory holds that a small change in initial conditions can generate unpredictable changes in a whole system. The description of the events, changes or conditions that may have triggered the learner's movement towards greater language learning in response to the initial conditions is, in short, the object of the study. The participants are 21multilingual university students of Spanish, who have written autobiographical narratives and answered a questionnaire. The application of a thematic analysis to the narratives shows that family reasons, previous school experiences, high L2 proficiency, previously acquired languages, contact with language communities, language use and context are perceived as initial conditions and decisive sources for the development of motivation. Motivational factors such as self-determination, self-efficacy and writing anxiety are also present in the narratives.

In this talk we present a systematic literature review (SLR) within the research field ofpedagogical translanguaging (PT) in Sweden. PT entails the planned useof translanguaging strategies aimed by the teacher to help students improve their linguisticrepertoires and knowledge development (Cenoz & Gorter 2020; Juvonen & Källkvist 2021).Previous findings point out that multilingual students who are able to use their entire linguisticrepertoires accomplish better school results (Cummins 2017), which may increase their access toeducation and contribute to diversity, inclusion and social equity in general.SLRs on the practical implications of PT have been performed worldwide with regards to English(Prilutskaya 2021). SLRs focusing on PT in Swedish schools have until today been absent eventhough Swedish compulsory school nowadays consists of around 28 % students with diverse mothertongues learning in Swedish as a second language (SNAE 2021). Thus, we offer an overview aboutthe empirical application of PT theory in Sweden and its possible effects on the pupils that engage inPT and on home-school collaboration through PT.This study follows Prilutskaya’s research methodology (2021). A literature search on the topic of PTand its empirical classroom application in Sweden is conducted within relevant databases such asEric, Jstor, Scopus and Web of Science, spanning from 2010 to 2022. After duplicate removal,abstract screening, and application of the inclusion/exclusion criteria, studies are coded and analyzedto address our research questions.The following findings are discussed: PT strategies found in prior research, how these strategieswork in terms of effectiveness for the students’ linguistic repertoires and knowledge development,and whether and how these strategies impact on home–school collaboration. These findings arecompared to other multilingual school contexts, where English is taught as a majority language(Prilutskaya 2021).

The present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing. Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience. The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills. The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.  

The purpose of this case study is to examine if and how working with homework in general and translanguaging homework (TLH) in particular can support collaboration between home and school. Our aim is also to find out if TLH provides the ground for teachers and parents of migrant background to feel and act as epistemic subjects, i.e., as participants whose knowledge is given credibility. Prior research has shown the importance of collaboration between home and school. However, for migrant parents, collaboration has often proved to be problematic and unequal, due to for example language barriers. Research has shown that translanguaging bridges such problems. How the implementation of translanguaging is appreciated by parents and teachers has scarcely been researched. Neither has collaboration through TLH been studied regarding how they perceive each other as epistemic subjects. In this study, thematic content analysis has been applied on interview data with parents and teachers. The epistemic (in)justice framework has then been used to discuss the found themes in their answers. The findings show that teachers’ and parents’ perceptions of working with TLH differs. Some parents perceive that TLH enhances their chances to collaborate with school as epistemic subjects. Conversely, TLH may obscure other parents’ possibilities to collaborate, thus creating epistemic injustice. Lastly, TLH might be ignored altogether by some parents, thus neither enhancing collaboration nor creating epistemic justice. Concludingly, in order for TLH to work, reciprocal sensitive listening to each other, from both the teachers’ and the parents’ side, is important, and teachers need to be aware of the students’ family situation regarding their language choices and language use.

En el presente estudio se contrasta la producción escrita de tres grupos de usuarios de español: usuarios nativos, usuarios de español L2 y usuarios de español lengua de herencia (LH). Estos últimos, quienes constituyen nuestro foco de atención, se caracterizan por haber estado expuestos a una LH en su entor-no más cercano desde la infancia, y por haber tenido contacto, simultánea o secuencialmente, con una lengua dominante (Montrul, 2010). Sus habilidades lingüísticas varían, dado que factores tales como el nivel de escolaridad en la LH o su nivel de contacto con esta lengua tendrán un impacto en su reper-torio lingüístico. El corpus está compuesto por 75 informes de anteproyecto de trabajo final de grado en los que se explora la organización retórico-discursiva, la complejidad sintáctica y el uso de conectores textuales. Los resultados obtenidos permiten construir perfiles de competencia escritural en contexto acadé-mico para cada grupo lingüístico.

The present study contrasts the written production of three groups of Spanish users: native speakers, L2 Spanish language users, and users of Spanish as heritage language (HL). The latter group constitutes the focus of our study and they are defined as individuals who have been exposed to a HL in their closest environment since childhood while simultaneously or sequentially being in contact with a dominant language (Montrul, 2010). Their linguistic skills vary, as elements such as their educational level in the HL or their level of contact with this language will have an impact on their linguistic repertoire. The corpus is composed of 75 prospectus reports for capstone projects, which are explored in terms of their rhetoric and discursive organization, syntactic complexity, and use of textual connectives. Findings allow the construction of academic writing competency profiles for each linguistic group.

No presente estudo contrasta-se a produção escrita de três grupos de usuários de espanhol: usuários nativos, usuários de es-panhol L2 e usuários de espanhol língua de herança (LH). Estes últimos, que constituem nosso foco de atenção, caracterizam-se por terem ficado expostos a uma LH no seu entorno mais pró-ximo desde a infância, e por terem tido contato, simultânea ou sequencialmente, com uma língua dominante (Montrul, 2010). Suas habilidades linguísticas variam, pois fatores tais como o nível de escolaridade na LH ou seu nível de contato com esta língua terão um impacto no seu repertório linguístico. O corpus é composto por 75 relatórios de anteprojeto de trabalho final de graduação, nos quais se explora a organização retórico-discursi-va, a complexidade sintática e o uso de conectores textuais. Os resultados obtidos permitem construir perfis de competência da escrita no contexto acadêmico para cada grupo linguístico.

El poder realizar tareas enfocadas en la composición escrita es crucial en el continuo educativo y profesional. Sin embargo, la escritura de géneros más complejos constituye un desafío para muchos estudiantes (Swales 2004, Navarro et al 2019) y, en particular, para aquellos que no han sido escolarizados en su lengua de herencia (Schleppegrell y Colombi, 2002). A continuación, discutimos estos desafíos reflexionando sobre posibles formas de enfrentarlos