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Wedin, Åsa
Publications (10 of 19) Show all publications
Wedin, Å. (2013). Letters, authority and secrecy: the case of Karagwe in Tanzania. Language and Education, 27(1), 44-58
Open this publication in new window or tab >>Letters, authority and secrecy: the case of Karagwe in Tanzania
2013 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 27, no 1, p. 44-58Article in journal (Refereed) Published
Abstract [en]

This paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of the secrecy. It is also shown how children are socialized into this pattern of secrecies through literacy as they are used as messengers. When delivering secret letters and messages, they may be said to exercise a passive voice through literacy.

Place, publisher, year, edition, pages
London: Taylor & Francis, 2013
Keywords
literacy, authority, secrecy, literacy practices, power, resistance
National Category
General Language Studies and Linguistics
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-22985 (URN)10.1080/09500782.2012.679000 (DOI)000312533000003 ()2-s2.0-84871318087 (Scopus ID)
Available from: 2012-08-24 Created: 2012-05-28 Last updated: 2018-01-12Bibliographically approved
Wedin, Å. (2012). Literacy in negotiating, constructing and manifesting identities: the case of migrant unaccompanied asylum-seeking children in Sweden. In: Anne Pitkänen-Huhta, Lars Holm (Ed.), Literacy practices in transition: perspectives from the Nordic countries (pp. 54-74). Bristol: Multilingual Matters
Open this publication in new window or tab >>Literacy in negotiating, constructing and manifesting identities: the case of migrant unaccompanied asylum-seeking children in Sweden
2012 (English)In: Literacy practices in transition: perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters, 2012, p. 54-74Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2012
Series
New perspectives on language & education ; 28
Keywords
literacy, literacy practices, migrant unaccompanied asylum-seeking children
National Category
General Language Studies and Linguistics
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-25454 (URN)978-1-84769-840-7 (ISBN)
Available from: 2012-08-28 Created: 2012-08-28 Last updated: 2018-01-12Bibliographically approved
Wedin, Å. (2011). Klassrumsinteraktion i de tidiga skolåren: flerspråkiga elever i skolans språkliga vardag. Nordic Studies in Education, 31(3), 210-225
Open this publication in new window or tab >>Klassrumsinteraktion i de tidiga skolåren: flerspråkiga elever i skolans språkliga vardag
2011 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, no 3, p. 210-225Article in journal (Refereed) Published
Abstract [en]

Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.

Keywords
Second language students, classroom interaction, language acquisition, learning, Andraspråkselever, klassrumsinteraktion, språkutveckling, lärande
National Category
General Language Studies and Linguistics Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-19116 (URN)
Projects
På spaning efter det kunskapsrelaterade språket
Available from: 2011-10-12 Created: 2011-10-03 Last updated: 2018-01-12Bibliographically approved
Wedin, Å. (2011). Language attitudes and schooled education: the case of Karagwe. In: Christina Thornell, Karsten Legère (Ed.), North-south contributions to African languages: (pp. 187-196). Köln: Rüdiger Köppe Verlag
Open this publication in new window or tab >>Language attitudes and schooled education: the case of Karagwe
2011 (English)In: North-south contributions to African languages / [ed] Christina Thornell, Karsten Legère, Köln: Rüdiger Köppe Verlag, 2011, p. 187-196Chapter in book (Other academic)
Abstract [en]

In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district inTanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education inTanzaniafavors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

Place, publisher, year, edition, pages
Köln: Rüdiger Köppe Verlag, 2011
Series
Topics in Interdisciplinary African Studies ; 19
National Category
Specific Languages
Research subject
Linguistics
Identifiers
urn:nbn:se:oru:diva-16212 (URN)978-3-89645-889-6 (ISBN)
Available from: 2011-07-06 Created: 2011-07-06 Last updated: 2018-01-12Bibliographically approved
Wedin, Å. (2011). Language in rural primary schools in multilingual settings: the case of Karagwe in Tanzania. In: Danielle E. Lynch (Ed.), Urban and rural schools: problems, solutions and progress (pp. 165-180). Hauppauge, N.Y.: Nova Science Publishers, Inc.
Open this publication in new window or tab >>Language in rural primary schools in multilingual settings: the case of Karagwe in Tanzania
2011 (English)In: Urban and rural schools: problems, solutions and progress / [ed] Danielle E. Lynch, Hauppauge, N.Y.: Nova Science Publishers, Inc., 2011, p. 165-180Chapter in book (Refereed)
Abstract [en]

This chapter discusses effects of monolingual educational policies in a multilingual setting, with the case of Karagwe in rural Tanzania as an example. The discussion is based on an ethnographic study on literacy practices carried out between 2000 and 2003. The results show that the policy of Swahili-only in primary school favors the minority of the children who are raised in a Swahili-speaking setting, while the far majority is not given a fair chance in school. The high pressure put on teachers and pupils due to both the huge gap between expectations and possible outcome and the authoritative system, has resulted in strategies used on classroom-level that constitute major obstacles for pupils’ learning. In the chapter is argued that new educational policies should be created that take the fact into account that pupils learn Swahili as a second language and that are based on relevant research on second language teaching and learning. Also the importance of policies being created inside Tanzania, without parroting western education, of policies giving room for teachers’ creativity and of adapting policies to local conditions, is pointed out.

Place, publisher, year, edition, pages
Hauppauge, N.Y.: Nova Science Publishers, Inc., 2011
Series
Education in a competitive and globalizing world
National Category
General Language Studies and Linguistics Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-19119 (URN)978-1-61122-029-2 (ISBN)
Note

Book Description:Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well-being especially with regard to life expectancy, infant mortality, nutritional status of children, as well as significantly contributing to economic growth. This book presents current research in the study of the problems and achievements of urban and rural schools worldwide.

Available from: 2011-10-03 Created: 2011-10-03 Last updated: 2018-01-12Bibliographically approved
Wedin, Å. (2011). Språkande i förskolan och grundskolans tidigare år (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Språkande i förskolan och grundskolans tidigare år
2011 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2011. p. 152 Edition: 1
Keywords
språkande, flerspråkighet, litteracitet, literacy, svenska som andraspråk
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-13079 (URN)978-91-44-05750-7 (ISBN)
Available from: 2011-01-07 Created: 2011-01-07 Last updated: 2017-10-18Bibliographically approved
Wedin, Å. (2011). Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år. . Didaktisk Tidskrift, 20(2), 95-118
Open this publication in new window or tab >>Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år.
2011 (Swedish)In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 2, p. 95-118Article in journal (Other academic) Published
Abstract [sv]

I denna artikel analyseras tre elevers språk under åren f-3, en med enspråkigt svensk bakgrund och två med flerspråkig bakgrund. Materialet består av inspelade intervjuer och skrivna texter insamlade under en etnografiskt inriktad klassrumsstudie. Analysen är inriktad på textuell kompetens, det vill säga förmåga att föra ordet en längre stund och att uttrycka längre tankar och är genomförd med performansanalys som bas.

Analysen visar att de två andraspråkselevernas språkliga nivå i svenska är mycket låg i slutet av år tre, i både tal och skrift. En trolig anledning till den låga skriftspråkliga kompetensen antas vara att undervisningen har skett på ett språk som eleverna inte behärskar i tillräckligt hög grad. Samtidigt kan den svaga skriftspråkskompetensen ha bidragit till den låga kompetensen även i talspråket. Genom att dessa elever har varit hänvisade till talet för sin språkutveckling, och detta har givit eleverna få tillfällen till att möta och själva producera längre tal, har inflöde och utflöde av sådant språk varit litet. Det visar att språkutvecklande arbetssätt som även innefattar talet, är av avgörande betydelse för elever som är sena i sin skriftspråksutveckling. Detta gäller särskilt andraspråkselever men även andra elever som inte möter det kunskapsrelaterade språket utanför skolan.

National Category
Didactics Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-16213 (URN)
Projects
På spaning efter det kunskapsrelaterade språket
Available from: 2011-07-18 Created: 2011-07-06 Last updated: 2017-12-11Bibliographically approved
Wedin, Å. (2010). A restricted curriculum for second language learners: a self-fulfilling teacher strategy?. Language and Education, 24(3), 171-183
Open this publication in new window or tab >>A restricted curriculum for second language learners: a self-fulfilling teacher strategy?
2010 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 24, no 3, p. 171-183Article in journal (Refereed) Published
Abstract [en]

The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden are followed for three years. The analysis draws on Halliday’s Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low demanding tasks and low engagement among students. Interaction in the classrooms consists mainly of short talk-turns with fragmentised language, frequent repairs and interruptions while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms.

 

Place, publisher, year, edition, pages
Oxfordshire, United Kingdom: Routledge, 2010
Keywords
Classroom interaction, academic lanugage, curriculum, engagement, challenging pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-7810 (URN)10.1080/09500780903026352 (DOI)000282032300001 ()
Projects
På spaning efter det kunskapsrelaterade språket
Available from: 2009-09-04 Created: 2009-09-03 Last updated: 2017-12-13Bibliographically approved
Wedin, Å. (2010). Att läsa och skriva på sitt andraspråk (1ed.). In: Nigel Musk, Åsa Wedin (Ed.), Flerspråkighet, identitet och lärande: skola i ett föränderligt samhälle (pp. 173-192). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att läsa och skriva på sitt andraspråk
2010 (Swedish)In: Flerspråkighet, identitet och lärande: skola i ett föränderligt samhälle / [ed] Nigel Musk, Åsa Wedin, Lund: Studentlitteratur AB, 2010, 1, p. 173-192Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2010 Edition: 1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-11765 (URN)978-91-44-05986-0 (ISBN)
Available from: 2010-09-07 Created: 2010-09-07 Last updated: 2017-10-18Bibliographically approved
Wedin, Å. (2010). Bedöma eller döma?: Språkbedömning och lästest i grundskolans tidigare år. Pedagogisk forskning i Sverige, 15(2/3), 219-231
Open this publication in new window or tab >>Bedöma eller döma?: Språkbedömning och lästest i grundskolans tidigare år
2010 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 2/3, p. 219-231Article in journal (Other academic) Published
Abstract [sv]

I denna artikel argumenteras för vikten av att språkbedömning och lästestning i grundskolans tidigare år ger en mer rättvisande bild av elevernas kunskaper och färdigheter. Med lästest som endast mäter läsning i en begränsad form, som en teknisk färdighet, riskerar man att missa elevers förmåga att använda skrift i andra sammanhang än i skolmiljö. Dessutom riskerar man att flerspråkiga elever i hög grad nedvärderas genom att inte ta hänsyn till deras flerspråkiga kompetens. Sett ur ett demokratiperspektiv bör alla elever ha rätt inte bara till en bedömning som är mer rättvisande, utan också till att själva få ta aktiv del i planering och genomförande av testning. Detta ställer stora krav på lärare som därför behöver ha tillräcklig kunskap både om barns och ungdomars språkutveckling och om bedömning. Av den anledningen är det viktigt att lärarutbildning och lärarfortbildning utformas så att möjligheter ges även för lärare mot skolans tidigare år att skaffa sig fördjupad kunskap.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2010
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-11756 (URN)
Available from: 2010-09-09 Created: 2010-09-07 Last updated: 2017-12-12Bibliographically approved
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