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  • 1.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att resonera som en samhällsvetare – exemplet historia2017Other (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.

  • 2.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att uttrycka sig som en naturvetare2017Other (Other academic)
  • 3.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Litteracitetshändelser och litteracitetspraxis i flerspråkiga förskolor2009In: Teacher diversity in a diverse school: challenges and opportunities for teacher education / [ed] Bjørg-Karin Ringen, Ole Kolbjørn Kjørven, Antoinette Gagné, Oslo: Oplandske Bokforlag , 2009, p. 251-265Chapter in book (Other academic)
  • 4.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Litteracitetsutveckling i olika åldrar och ämnen2017Other (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.

  • 5.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Många trådar in i ämnet: genrepedagogiskt arbete i Knutbyskolan2009Collection (editor) (Other academic)
  • 6.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyanländas möte med skolans ämnen i ett språkdidaktiskt perspektiv2015In: Nyanlända och lärande - mottagande och inkludering / [ed] Nihad Bunar, Stockholm: Natur och kultur, 2015, 1, p. 81-138Chapter in book (Other academic)
  • 7.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Språk och kunskapsutveckling går hand i hand2009In: Många trådar in i ämnet: genrepedagogiskt arbete i Knutbyskolan / [ed] Monica Axelsson, Stockholm: Utbildningsförvaltningen, Språkforskningsinstitutet , 2009, p. 6-18Chapter in book (Other academic)
  • 8.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Sweden – a relatively young country of immigration2008In: Integration through Education, Berlin: Bertelsmann Stiftung , 2008Conference paper (Other academic)
  • 9.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Vardagsspråk och skolspråk i utveckling2009In: Bygga broar och öppna dörrar: att läsa, skriva och samtala om texter i förskola och skola / [ed] Karin Jönsson, Stockholm: Liber , 2009, 1. uppl.Chapter in book (Other academic)
  • 10.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uddling, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The sun sets in the west: Multilingual students' meaning-making in school physics2015Conference paper (Other academic)
  • 11.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uddling, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    What is time? Multilingual students’ meaning-making in school physics2015In: NoFa5: Nordic Conference on Subject Education: Book of Abstracts, Helsinki: University of Helsinki, 2015, p. 11-12Conference paper (Refereed)
    Abstract [en]

    Scientific discourse comprises a specialized, lexically dense and abstract language, with a need for students to handle multiple resources for meaning making in parallel, e.g. verbal language, graphs, gestures, models, and symbolic language (Halliday & Martin, 1993; Lemke, 1998). This puts high demands on the learner, in particular for multilingual students as they learn science in their second language. We will present results from an interdisciplinary project on interaction in science classrooms, focusing on how science content is elaborated and negotiated through various semiotic resources. The project draws on i) social semiotics (Kress, 2010), including systemic functional linguistics (SFL) (Halliday & Matthiessen, 2004), and ii) practical epistemology (Wickman & Östman, 2002). Data (video/audio recordings, digital photographs and texts collected in the classrooms) is analyzed through SFL-analyses, multimodal analyses and practical epistemology. We will concentrate on findings from a primary school classroom working with "time". Here, the teacher uses a variety of semiotic resources in different semiotic modes, and students are engaged in small group work and whole class discussions. Our analyses, made from different perspectives, reveal a need for interdisciplinary cooperation for researchers to be able to give a broader picture of what learning opportunities are given the students.

  • 12.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Språk och ämne i samspel2014In: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, p. 163-173Chapter in book (Other academic)
  • 13.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg2010In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 5, no 2, p. 9-33Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.

  • 14.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Inledning: Nyanlända barn och ungdomar i de nordiska länderna2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, no 2, p. 5-12Article in journal (Other academic)
  • 15.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Juvonen, PäiviStockholm University, Faculty of Humanities, Department of Language Education.
    Nyanlända barn och ungdomar i de nordiska länderna2016Collection (editor) (Refereed)
  • 16.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Forskning om flerspråkighet och kunskapsutveckling under skolåren2012In: Flerspråkighet: en forskningsöversikt / [ed] Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg, Stockholm: Vetenskapsrådet , 2012, p. 247-367Chapter in book (Refereed)
  • 17.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Slotte, Anna
    Bridging academic and everyday language Multilingual students' meaning-making in a lesson about Buddhism2017In: 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)
    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.

  • 18.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multimodality in the science classroom2012In: Literacy practices in transition: Perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters, 2012, 1, p. 142-166Chapter in book (Refereed)
  • 19.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Axelsson, MonicaStockholm University, Faculty of Humanities, Department of Language Education.Lindberg, IngerStockholm University, Faculty of Humanities, Department of Language Education.
    Flerspråkighet: En forskningsöversikt2012Collection (editor) (Refereed)
  • 20.
    Jakobson, Britt
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    'Beating about the bush' on the how and why in elementary school science2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 495-511Article in journal (Refereed)
    Abstract [en]

    In this article we examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. By using a Practial Epistemology Analysis and Systemic Functional Gammar we can provide a view of the direction learning takes and the consequences for student text production. The material comprises transcribed audio recordings of teacher instruction, students' pair work and written texts. The results show that the students are mainly involved in hands-on activities while aspects of scientific literacy are not foregrounded. Language use is dominantly spoken and, when written texts is requested, no explicit instruction on how to write is given, resulting in a variety of texts from 'more-spoken-like' to 'more-written-like' without adhering to scientific genre. Ultimate purposes are never expressed while subordinate purposes are to some extent made explicit, but obscured by the dominant focus on 'doing', resulting in uncertainty about why the activity is requested. As a result, the learning direction is not always in accordance with teacher intention.

  • 21.
    Jakobson, Britt
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Building a web in science instruction: using multiple resources in a Swedish multilingual middle school class2017In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 6, p. 479-494Article in journal (Refereed)
    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.

  • 22.
    Jakobson, Britt
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Danielsson, Kristina
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Uddling, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Measuring Time: Multilingual Elementary School Students’ Meaning-Making in Physics2018In: 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.

  • 23.
    Nilsson, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    “Welcome to Sweden”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes2013In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, p. 137-164Article in journal (Refereed)
    Abstract [en]

    Education for newly arrived students in Sweden is commonly organised in introductory classes, providing a basis for transition to the mainstream system. Focusing on the hitherto underinvestigated question of how newly arrived students experience the time in and transition between introductory and regular classes, we analyse the social and pedagogical resources these two contexts provide based on interviews with students who arrived during the last years of lower secondary school. The research was conducted during 15 months at three schools in municipalities of different sizes, comprising 82 days of participant observation, 16 interviews with teachers and 61 semi-structured interviews with 22 students. Pointing to the tendency of allocating responsibility for newly arrived students’ education solely to the introductory class or the individual student, we argue that social and pedagogical provision also needs to be made in the mainstream system in order for school to fulfil its inclusive and educational aim.

  • 24.
    Westling Allodi, Mara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dahlin, Karin
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Språket - det tar lite tid att lära sig": Utvärdering av försöksverksamhet gällande 105 timmar extra undervisning i svenska eller svenska som andraspråk 2016Report (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. 

1 - 24 of 24
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