Drawing from a linguistic ethnographic project in accommodated language education for adult learners with intellectual disability, PTSD or migration stress, this paper engages with the sensing pedagogic body. We explore three language teachers’ recurring physical exercise and relaxation activities in their language courses, including music and images. We expand on previous findings of similar activities in a detailed account of these embodied activities as aesthetic and ethical, breaking with normative temporality and logocentrism, in line with crip theory. Building on both a Levinasian and Deleuzian perspective, we foreground the listening-resonating subject in multisensorial interactions entangled with materialities, and learning as ongoing. The findings contribute new knowledge on the role of aesthetics and relational ethics in this type of embodied space, of relevance to both educational research and practice, in accommodated language education and beyond. The findings also contribute to scholarly debate about representing subjects and subjectivity in linguistic ethnography.

Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar languageand literature teaching contexts.

I det här blogginlägget ställer jag frågan hur vi kan samtala mer om flerspråkighet i skolan. Utgångspunkten är ett pilotprojekt i en förberedelseklass med nyanlända högstadieungdomar i Sverige. Tillsammans med lärare i svenska som andraspråk utformade vi ett temaarbete om flerspråkig medvetenhet som lyfter elevers och lärares erfarenheter av flerspråkig användning och språktillägnande (se Hedman & Fisher, 2022a, b). I temaarbetet deltog ytterligare en språklärare samt elevernas studiehandledare.

This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.

I denna text diskuterar vi sambedömning i modersmålsämnet och ger konkreta förslag på hur modersmålslärare kan arbeta med och utveckla en sambedömningspraktik. Vi presenterar också tidigare forskning om sambedömning utifrån två teoretiska utgångspunkter: Den första utgångspunkten är en social syn på lärande baserad på forskarna Jean Lave och Etienne Wengers studier av lärande i en praktikgemenskap. Dessa forskare intresserade sig för hur medarbetare lär av varandra, till exempel genom att mindre erfarna lär av de som har större kunskap inom ett visst område. Den andra teoretiska utgångspunkten handlar om vad som karaktäriserar och främjar en professionell dialog i sambedömning. I den professionella dialogen har deltagarna vanligen olika roller, där någon kan ha mer inflytande än andra, vilket ofta gäller sambedömning i modersmålsämnet.