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1
Translanguaging in a Swedish Multilingual Classroom
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018
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2
Multilingual students strategies for participation in language contexts : Students tell about language, language development and language competence in a school practice
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik (PED), 2017
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3
Preschool, Multilingualism and Translanguaging : Linguistic Diversity, Language Strategies and Participation
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik (PED), 2017
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4
Translanguaging – The multilingual turn : Multilingual pupils’ attitudes regarding their own linguistic potential and translanguaging strategies in classrom
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik (PED), 2016
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5
Rights and multilingualism
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. : USA : David Publishing Company, 2012
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6
Global Citizenship and Lingual Identity: the ability to perform in different lingual settings
Torpsten, Ann-Christin. - : Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011
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7
Erbjudet och upplevt lärande i mötet med svenska som andraspråk och svensk skola
Torpsten, Ann-Christin. - : Växjö universitet, Institutionen för pedagogik, 2008. : Växjö : Växjö University Press, 2008
Abstract: This dissertation focuses on the experiences of second language pupils which involve linguistic encounters. The overarching aim is to analyse second language pupils' encounters with Swedish as a Second Language and the Swedish school, using a “curriculum theory” and a ”life story” approach". The goal is achieved by examining two empirical contexts which can be described as expressed and experienced curricula. In the first context, an idea analysis is carried out of the contents of the syllabi and curricula for Swedish as a Second Language over a period of time. In the second context, a narrative analysis is carried out of the life stories given by second language pupils of their encounter with Swedish as a Second Language and the Swedish school. Trainee teachers with Swedish as a Second Language participate by telling their life stories. A framework for interpretation emerges by reasoning about language and the creation of meaning, as well as about culture, cultural capital, similarities/differences, compensating/completing and limited participation/full participation. The reasoning leads to the construction of a theoretical interpretation framework and prisms through which the offered and experienced learning can be studied. The analysis shows that what is on offer in the curricula and syllabi is mainly monocultural. It shows that a new subject has grown up based on the need to teach pupils about the Swedish cultural heritage and Swedish norms. Moreover, both changes in the expressed educational ideals over a period of time and contradictory educational ideals become evident. It is also clear that those providing the information felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. To make up for this lack of Swedishness, they were separated from the other classmates and offered special teaching in an attempt to compensate. They also received mother tongue tuition, which was not in Swedish, and this became a problem for those around them, who considered this was an easy option. The second language tuition they were offered focussed partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used.
Keyword: curricula; curriculum analysis; Education; inter-cultural.; life stories; mono-cultural; mother tongue; multicultural; narrative analysis; Pedagogik; second language; second language pupils
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2435
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8
Svenska som andraspråk i grundskolans styrdokument
Torpsten, Ann-Christin. - : Högskolan i Kalmar, Humanvetenskapliga institutionen, 2007
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