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Publications (10 of 27) Show all publications
Axelsson, M. & Jakobson, B. (2020). Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom. Language and Education, 34(4), 291-310
Open this publication in new window or tab >>Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom
2020 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 34, no 4, p. 291-310Article in journal (Refereed) Published
Abstract [en]

In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.

Keywords
Multilingual students, thematic patterns, sound, physics education, lower secondary school, multiple resources
National Category
Educational Sciences Languages and Literature
Identifiers
urn:nbn:se:su:diva-181142 (URN)10.1080/09500782.2020.1740730 (DOI)000523976800001 ()
Available from: 2020-05-13 Created: 2020-05-13 Last updated: 2022-03-23Bibliographically approved
Jakobson, B., Danielsson, K., Axelsson, M. & Uddling, J. (2018). Measuring Time: Multilingual Elementary School Students’ Meaning-Making in Physics. In: Kok-Sing Tang, Kristina Danielsson (Ed.), Global Developments in Literacy Research for Science Education: (pp. 167-181). Springer
Open this publication in new window or tab >>Measuring Time: Multilingual Elementary School Students’ Meaning-Making in Physics
2018 (English)In: Global Developments in Literacy Research for Science Education / [ed] Kok-Sing Tang, Kristina Danielsson, Springer, 2018, p. 167-181Chapter in book (Refereed)
Abstract [en]

This chapter presents results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from a multilingual elementary school physics classroom during the unit “measuring time.” Theoretically, the project takes its stance in social semiotics and pragmatist theory. Data are analyzed through systemic functional linguistics, multimodal analyses, and Dewey’s principle of continuity. The results reveal that the teacher and the students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, some observations indicate classroom practices that might constitute a hindrance for meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
multilingual students, scientific literacy, multimodality, continuity, SFL
National Category
Educational Sciences
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-141910 (URN)10.1007/978-3-319-69197-8_11 (DOI)978-3-319-69196-1 (ISBN)978-3-319-69197-8 (ISBN)
Projects
Mulitlingual students' meaning-making in physics and biology
Funder
Swedish Research Council, 2013-42867-99966-13.
Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2022-02-28Bibliographically approved
Axelsson, M. (2017). Att resonera som en samhällsvetare – exemplet historia. Stockholm: Skolverket
Open this publication in new window or tab >>Att resonera som en samhällsvetare – exemplet historia
2017 (Swedish)Other (Other academic)
Abstract [sv]

Varje ämne har sitt sätt att formulera sin kunskap och dessa specifika uttryckssätt behöver våra elever bli uppmärksammade på. I detta avsnitt kommer samhällsvetenskap att illustreras av ämnet historia och syftet är att beskriva det språk elever behöver för att kunna resonera som en historiker.

Place, publisher, year, pages
Stockholm: Skolverket, 2017
Keywords
samhällsvetenskap, historia, språk, alla åldrar
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-141908 (URN)
Projects
Läslyftet
Note

Ingår i Skolverkets Modul: Från vardagsspråk till ämnesspråk

Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2022-02-28Bibliographically approved
Axelsson, M. (2017). Att uttrycka sig som en naturvetare. Stockholm: Skolverket
Open this publication in new window or tab >>Att uttrycka sig som en naturvetare
2017 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2017. p. 6
Keywords
naturvetenskap, språk, alla åldrar
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-141907 (URN)
Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2022-02-28Bibliographically approved
Axelsson, M. & Slotte, A. (2017). Bridging academic and everyday language Multilingual students' meaning-making in a lesson about Buddhism. Journal of Immersion and Content Based Language Education, 5(2), 157-186
Open this publication in new window or tab >>Bridging academic and everyday language Multilingual students' meaning-making in a lesson about Buddhism
2017 (English)In: Journal of Immersion and Content Based Language Education, ISSN 2212-8433, E-ISSN 2212-8441, Vol. 5, no 2, p. 157-186Article in journal (Refereed) Published
Abstract [en]

This article presents findings from a Grade 7 religion lesson with 12-13 year-old multilingual Finnish-Swedish students in Finland. Here, focus is on the development of academic language and disciplinary literacy in multilingual environments, as they are crucial to students' success and an area in need of both attention and support. A total of 117 minutes of six video-recorded group discussions, collected in a classroom study in a Swedish-medium school in Finland, were analyzed. The aim was to explore how students used everyday language and academic language to co-construct meaning of academic text and to investigate resources that were used by multilingual students and teachers to facilitate access to content for students instructed through Swedish. Our findings focus mainly on discussions in one group of four students as they were answering text questions. This group bridged academic and everyday language by creating linguistic chains that linked the two and used multiple resources, such as previous knowledge, the textbook, asking the teacher, and using Finnish in order to ensure each participant's full understanding of the subject.

Keywords
multilingual students, academic language, disciplinary literacy, history of religion, middle school, Swedish-medium instruction
National Category
Languages and Literature Educational Sciences
Identifiers
urn:nbn:se:su:diva-149924 (URN)10.1075/jicb.5.2.01axe (DOI)000415127200003 ()
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2022-02-28Bibliographically approved
Jakobson, B. & Axelsson, M. (2017). Building a web in science instruction: using multiple resources in a Swedish multilingual middle school class. Language and Education, 31(6), 479-494
Open this publication in new window or tab >>Building a web in science instruction: using multiple resources in a Swedish multilingual middle school class
2017 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 6, p. 479-494Article in journal (Refereed) Published
Abstract [en]

This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grad 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we used pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.

Keywords
multilingual students, multiple resources, middle school, pedagogical link-making, Systemic Functional Linguistics
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-145008 (URN)10.1080/09500782.2017.1344701 (DOI)000407905500001 ()
Projects
Flerspråkiga elevers meningsskapande i skolämnena biologi och fysik - en tvärvetenskaplig studie av ämne och språk
Funder
Swedish Research Council, 2013-42867-99966-13
Available from: 2017-07-04 Created: 2017-07-04 Last updated: 2022-02-28Bibliographically approved
Axelsson, M. (2017). Litteracitetsutveckling i olika åldrar och ämnen. Stockholm: Skolverket
Open this publication in new window or tab >>Litteracitetsutveckling i olika åldrar och ämnen
2017 (Swedish)Other (Other academic)
Abstract [sv]

Ett övergripande mål för alla elever i grundskolan är att utveckla litteracitet i varje skolämne, det vill säga att tala, läsa, skriva och använda multimodalitet kopplat till stoffet i varje ämne (jfr det vidgade textbegreppet). Syftet med denna artikel är att visa hur elevers kunskapsutveckling gynnas av att de under alla årskurser får undervisning i hur texter och multimodala uttryck ska läsas, förstås och skrivas i olika ämnen.

Place, publisher, year, pages
Stockholm: Skolverket, 2017
Keywords
Litteracitetsutveckling, alla åldrar, olika ämnen
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-141906 (URN)
Projects
Läslyftet
Note

Ingår i Skolverkets Modul: Från vardagsspråk till ämnesspråk

Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2022-02-28Bibliographically approved
Axelsson, M. & Juvonen, P. (2016). Inledning: Nyanlända barn och ungdomar i de nordiska länderna. Nordand: nordisk tidsskrift for andrespråksforskning, 11(2), 5-12
Open this publication in new window or tab >>Inledning: Nyanlända barn och ungdomar i de nordiska länderna
2016 (Swedish)In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 11, no 2, p. 5-12Article in journal, Editorial material (Other academic) Published
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:su:diva-135307 (URN)
Available from: 2016-12-09 Created: 2016-11-02 Last updated: 2022-11-09Bibliographically approved
Axelsson, M. & Juvonen, P. (Eds.). (2016). Nyanlända barn och ungdomar i de nordiska länderna. Fagbokforlaget
Open this publication in new window or tab >>Nyanlända barn och ungdomar i de nordiska länderna
2016 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Fagbokforlaget, 2016. p. 182
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:su:diva-135309 (URN)
Note

Temanummer av tidskriften Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, 2016, volym 11, nummer 2.

Available from: 2016-12-09 Created: 2016-11-02 Last updated: 2022-02-28Bibliographically approved
Westling Allodi, M., Dahlin, K. & Axelsson, M. (2016). "Språket - det tar lite tid att lära sig": Utvärdering av försöksverksamhet gällande 105 timmar extra undervisning i svenska eller svenska som andraspråk . Stockholm: Specialpedagogiska institutionen
Open this publication in new window or tab >>"Språket - det tar lite tid att lära sig": Utvärdering av försöksverksamhet gällande 105 timmar extra undervisning i svenska eller svenska som andraspråk
2016 (Swedish)Report (Other academic)
Abstract [sv]

Rapporten i detta Working Paper redovisar resultat från en utvärdering som genomfördes 2014-2015 på uppdrag av Skolverket, av försöksverksamheten med extraundervisning i svenska/svenska som andra språk. En bakgrundsbeskrivning presenteras av hur mottagandet av nyanlända har organiserats i det svenska skolsystemet. Studien presenterar beskrivningar och analyser från nio fallstudier baserade på dokumentation, observationer, intervjuer med 55 lärare, rektorer och ansvariga på utbildningsförvaltning, intervjuer med 38 elever och enkätsvar från 87 lärare. Rapporten visar att mottagande av nyanlända och extraundervisningen organiseras på olika sätt i dessa kommuner och att denna organisation är komplicerad och i några fall föränderlig. Innehållet och organisationen av extraundervisningen varierade. Det statliga bidraget ersatte inte alla kostnader för verksamheten i vissa fall. Lärarnas uppfattning överlag var att extraundervisningen hade flera positiva effekter. De intervjuade eleverna uppskattade möjligheten att få mer schemalagd undervisning med meningsfullt innehåll och tyckte att de kunde lära sig snabbare det svenska språket med denna förstärkning. Därför kan det anses vara problematiskt att inte alla nyanlända elever får ta del av denna extra satsning som extraundervisningen innebär. 

Place, publisher, year, edition, pages
Stockholm: Specialpedagogiska institutionen, 2016. p. 56
Series
Working Paper serie ; 4
Keywords
nyanlända, extraundervisning, bidrag, utvärdering
National Category
Educational Sciences
Research subject
Special Education; Special Education with a Focus on Educational Science
Identifiers
urn:nbn:se:su:diva-134971 (URN)
Available from: 2016-10-28 Created: 2016-10-28 Last updated: 2022-02-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6020-545x

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