In Sweden and in many places around the world there is a great discussion about using L1 or not in teaching. The fact that 43% of the pupils having a parent speaking another language do not qualify for upper secondary studies in Sweden is worrying. The aim of the thesis was to collect a classroom teacher's experiences and how the teacher perceived the pupils' participation and the perspectives of the mother tongue teacher over three lessons. The research was carried out in a multilingual grade 3, consisting of 19 pupils. The focus was the experience of the classroom teacher and mother tongue teachers. The result was positive for pupils in many ways but the organisation of how to use L1 is an issue to solve. The data collection was carried out through observations from three lessons and interviews with teacher and mother tongue teachers. Recommendations for further studies include to get a better point of view concerning the organisation round mother tongue tuition and how the pupils develop their knowledge. / <p>Educational work/ English</p><p>Pedagogiskt arbete/ Engelska</p>

Diskussionen kring språkvalet i engelskundervisningen är aktuell, eftersom det är något som många lärare reflekterar kring. Syfte med detta examensarbete är att undersöka vad lärare och elever har för åsikter kring huruvida det engelska, respektive det svenska språket bör användas i engelskundervisningen. I studien genomfördes fyra halv-strukturerade intervjuer med lärare som arbetar med engelskundervisning och en enkätundersökning bland elever i årskurs 4 –6 (10- 12 år). Resultatet jämförs mot tidigare forskning, samt två teoretiska perspektiv the input hypothesis och translanguaging. Resultaten från undersökningarna visar att det finns skillnader mellan de individuella lärarna i hur de ser på och arbetar med de båda språken i engelskundervisningen. En lärare i studien anger att hon använder engelska genomgående, medan en annan lärare beskriver att hon översätter det mesta hon säger på engelska till svenska. Majoriteten bland eleverna uppgav att deras lärare använder engelska hela engelsklektionerna och att de inte vill att läraren ska använda mer svenska i engelskundervisningen. Det fanns många gemensamma faktorer men också skillnader mellan lärarna i studien som kunde jämföras mot tidigare forskning och teoretiska perspektiv. Som fortsatt forskning föreslås att lärarintervjuer och elevintervjuer används tillsammans för att tillägna en mer djupgående och bredare bild av valet av språk i engelskundervisningen. Det vore även intressant att vidare undersöka lärares bekantskap med translanguaging. / <p>Engelska</p>

abstract: In a growlingly digital world, scholars must understand the changes in textuality and communication associated with Web 2.0 technologies to incorporate potential pedagogical benefits to language curricula. For example, with the affordance of these technologies, language learners (LL) are increasingly exposed to language contact zones found both on and offline. A practice that could potentially support the communicative practices of LL within these multilingual spaces is translanguaging, or the use of strategies employed by LL when engaging with diverse codes by utilizing the resources of their semiotic repertoire as well as their language(s). Previous research has focused principally on contexts of bilingual education and identity formation vis-à-vis translanguaging. Therefore, the present study is the first to examine the actual translanguaging practices of second language (n=5) and heritage language learners (n=5) of Spanish in a digital language contact zone: Facebook affinity spaces, or common interest spaces. The dynamic data gathered from screen capture recordings of the participants’ interactions and think-aloud protocols in the affinity spaces, stimulated recall interviews, and written reflections were analyzed using content analysis and critical discourse analysis. This analysis revealed key findings in the data that focused on translanguaging practices, negotiation strategies, and performative competence - or the procedural knowledge which focuses on how learners communicate rather than what they communicate. First, the participants displayed a preference toward the separation of languages in written output, adhering to the ideals of linguistic purism, while simultaneously engaging in translanguaging practices via non-linguistic semiotic resources, such as the use of emojis, in their communication. Second, the participants’ self-reported proficiency levels for their writing abilities in Spanish correlated with their use of outside digital resources as a mediation tool. The findings show that, theoretically, the conceptualization of communicative competence must be expanded in order to incorporate the languaging practices of interlocutors in digital contexts. Pedagogically, educators need to support the development of LLs’ digital literacies, or communicative practices that are facilitated by technology, and address the bias toward linguistic purism to help students reap the cognitive benefits offered by translanguaging practices. / Dissertation/Thesis / Doctoral Dissertation Spanish 2018

Den globalisering som pågår idag leder bland annat till att allt fler språk blir vanligare i alla världens länder. I Sverige idag har ca 25 % av invånarna utländsk bakgrund och ses som flerspråkiga. Förskolan är en viktigt del i barns lärande. 2017 var 84% av alla landets barn mellan ett till fem år inskrivna i förskolan 1. Syftet med föreliggande studie är att utforska förskollärares förhållningssätt till flerspråkighet i förskolan. Förhållningssätt kan påverka den lärmiljö förskolan erbjuder för flerspråkiga barn och förhållningssätt kan göra att flerspråkigheten ses som möjligheter eller hinder för språkutvecklingen.. Semistrukturerade kvalitativa gruppintervjuer har genomförts med åtta förskollärare på två förskolor i multietniska områden för att kunna besvara studiens frågeställningar. Informanternas beskrivningar av huruvida deras förhållningssätt till flerspråkighet ses som en tillgång eller hinder för språkutvecklingen sammanställdes utifrån premisserna i kvalitativ metod. Resultatet tolkades sedan utifrån de analytiska utgångspunkterna förskollärares förhållningssätt, möjligheter och hinder samt arbetssätt vilka främjar flerspråkighet. Resultatet i vår studie visar att det råder olika uppfattningar om vilka förhållningssätt till flerspråkighet förskolans utbildning ska bygga på. Den flerspråkiga normen ses som en möjlighet och tillgång och den enspråkiga normen ses som ett hinder bland de förskollärare vi intervjuat.

Thesis (M.A. (Translation and Lingustics)) -- University of Limpopo, 2014 / The research reported in this mini-dissertation is a qualitative study, which sought to investigate the patterns of translanguaging in classrooms in the Foundation phase in a primary school in the Limpopo province. The aim of the study was to investigate the ways in which translanguaging is used by teachers and learners in the Foundation phase in a selected primary school in the Limpopo Province. The research focuses on how Grade 1 and Grade 3 learners and their teachers engage with texts and the strategies that teachers use to promote the use of two languages in classrooms to help learners to understand content and concepts in English and Sepedi. An innovative element of the research was the intervention teaching done by university lecturers to provide alternate practices for regular teachers in the school to discuss and engage with. The data collection instruments included classroom observations, audio and video recordings, interviews with the class teachers and a focus group discussion between the teachers. The data analysis involved identifying all instances of translanguaging that occurred in the lessons and to explore in what ways they facilitated learning. The results showed that hardly any translanguaging took place in the regular lessons and teachers seemed to be operating with a monolingual consciousness. Teachers also revealed in the focus group discussion that the Curriculum assessment and Policy Statement (CAPS) required them to keep the two languages apart and not to use both of them in lessons. In the intervention lessons, however, there were some examples of translanguaging, which seemed to facilitate interaction and greater participation from the learners. The mini-dissertation ends with some reflections on the findings, implications of the findings for future research and training, and recommendations to use the languages of school children as rich resources for teaching and learning.

There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.

Studiens syfte är att undersöka hur flerspråkiga gymnasieelever som studerar svenska som andraspråk samt deras respektive lärare upplever att tidigare inlärda språk används i undervisningen. Vidare ämnar studien analysera huruvida respondenternas upplevelser överensstämmer med translanguaging som pedagogiskt perspektiv. Forskningsstrategin består av en metodkombination med en kvantitativ enkätundersökning samt en kvalitativ intervjuundersökning. Utifrån ett bekvämlighetsurval insamlades enkätsvar från sex lärarrespondenter och deras sju klasser med sammantaget 87 elever. Åtta av dessa elever deltog sedan i två ljudinspelade fokusgruppssamtal. Datan analyserades sedan utifrån ett translanguagingperspektiv. Resultatet visar att respondenterna uppfattar att det förekommer elevstyrd translanguaging i samtliga klasser och att samtliga lärare ställer sig positiva till flerspråkighet. Men för att translanguaging ska räknas som pedagogisk strategi behöver lärarna vara mer explicita i sin uppmuntran till flerspråkande samt planera in flerspråkiga uppgifter mer kontinuerligt.

I denna studie undersöks lärares attityder till transspråkande i undervisningssituationer, samt om lärarna anser att de följer upp sina attityder i sin undervisning. Syftet var att ta reda på om lärares attityder till transspråkande påverkade deras sätt att undervisa, enligt deras egna utlåtanden. Undersökningen utgick från en surveyundersökning i form av en enkät med 42 informanter på två högstadieskolor i en kommun i södra Sverige. I studien har informanternas åsikter jämförts med deras egna utsagor om hur de undervisar. Majoriteten av informanterna ställde sig positiva till transspråkande i undervisningssituationer, samtidigt som de rapporterade att de inte använde transspråkande strategier. Slutsatsen blev att, trots att de flesta informanterna var positiva till transspråkande, uppgav de att de inte använder transspråkande strategier i sin undervisning.

Andraspråksundervisningen och samhället i stort har präglats av en enspråkig norm (Ortega, 2013). Det har funnits en oro för att modersmålet stör andraspråksinlärningen och att språk därför bör hållas isär (Lindberg, 2002). De senaste decennierna har mer och mer forskning belyst flerspråkigheten som en resurs för lärande och en flerspråkig norm inom andraspråksinlärning förespråkas. Denna studie undersöker om det bland verksamma svenska som andraspråkslärare finns ett resurs- eller bristperspektiv på modersmålet i undervisningskontext och hur lärarna ser på modersmålets roll för identiteten. Resultatet är baserat på digitala enkäter (N=61). Enkäten publicerades i en intressegrupp för svenska som andraspråk på Facebook. Undersökningen visar ett tydligt resursperspektiv på modersmålet och att flerspråkigheten används för pedagogiska ändamål. Det samstämmiga resursperspektivet diskuteras i ljuset av tidigare forskning. Det diskuteras även huruvida kontexten deltagarna befinner sig i (Facebookgruppen) påverkar resultatet.

This study was conducted in order to find out what translanguaging practices are used in an English learning multilingual classroom and how those practices can create scaffolding structures for the students’ language development. By attending a second language English class with adult multilingual students and conducting a structured observation it was possible to achieve gathered material sufficient to answer these questions. In class all the translaguaging incidents were written down and afterwards these incidents were structured into different themes to outline scaffolding structures. After analyzing the notes it was clear to see that in this particular class translanguaging was used as a strategy to develop supportive learning structures. The result shows the translanguaging practices correlation between teacher and students as well as in relation to different types of educational classroom applications. Besides those features the results show some indications about the spoken production of translanguaging.