Umeå University's logo

The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0–9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

Kapitlet handlar om skrivutvecklingen hos en elev i gymnasiesärskolan med intellektuell funktionsnedsättning under en skrivintervention. Vi tar utgångspunkt i kognitivt orienterad skrivforskning som beskriver skrivandet som en komplex problemlösningsprocess som begränsas bl.a. av arbetsminnets kapacitet. Särskilt för elever med intellektuell funktionsnedsättning kan skrivande utgöra en stor utmaning. Strategiundervisning, som hjälper elever att strukturera skrivandets olika delar, har visat sig vara en framgångsrik metod för att främja dessa elevers skrivförmåga. I vår interventionsstudie med sex deltagare, varav vi visar resultat från en elev, fokuserade vi på strategin att planera en berättande text till en given bild. Deltagaren skrev tolv texter på dator, som vi analyserade gällande texternas kvalitet samt hur skrivprocesserna såg ut. Resultaten visar att den övergripande textkvaliteten förbättrades även om det finns en stor variation. Texterna hade en bättre kvalitet när eleven hade lyckats koppla dem till ett eget intresseområde. De största utmaningarna bestod i att beskriva berättelsens problemställning och skapa en s.k. spänningskurva. Gällande skrivprocesserna kunde små förändringar konstateras. Pauserna mellan ord och mellan meningar blev kortare, vilket kan vara en indikator för lägre kognitiv belastning under textproduktionen. Dessutom visade det sig att eleven överlag reviderade texterna i liten utsträckning och nästan inte alls på innehålls- och organisationsnivå.

Die Nutzung von frei verfügbaren Sprachlernressourcen im Internet ist gängige Praxis der Lernenden im Fremdsprachenunterricht in der schwedischen Schule geworden. Aus der Forschungsperspektive ist jedoch bisher wenig bekannt über die konkreten Anwendungsmuster und Strategien der Lernenden bei der Verwendung digitaler Lernhilfen. Die vorliegende Studie untersucht, wie schwedische Deutschlernende Online-Wörterbücher und Übersetzungsmaschinen beim Schreiben anwenden. Es werden acht Anwendungsmuster und Strategien beschrieben. Insgesamt zeigt sich eine große Heterogenität u.a. bezüglich der zielorientierten, planmäßigen Einbindung der Suchvorgänge in den Schreibprozess, der kompetenten Nutzung der Funktionen von Online-Ressourcen sowie der adäquaten Einbindung der Suchergebnisse in den eigenen Text.

The use of freely available language learning resources on the Internet has become common practice among foreign language learners at Swedish schools. From a research perspective, however, little is known about the particular application patterns and strategies of learners when employing digital learning tools. The present study investigates how Swedish learners of German apply online dictionaries and machine-based language translators when writing texts. The results show eight highly heterogeneous patterns and strategies. These include the goal-oriented and systematic implementation of online searches in the writing process, the competent use of the online resources’ functions as well as the adequate integration of search results in their own texts.

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

Vor dem Hintergrund einer mangelnden fremdsprachlichen Kompetenz in der Drittsprache bei Schülerinnen und Schülern in ganz Europa (European Commission 2012) wird in diesem Beitrag der Einsatz von Strategie- und Lernbewusstheit fördernden Methoden im Drittsprachenunterricht thematisiert. Die Entwicklung von Textqualität und Schreib-prozessen einiger schwedischer Lernender in der Drittsprache Deutsch und unter dem Einfluss eines Schreibstrategietrainings wird beschrieben. Die Ergebnisse zeigen eine Verbesserung der Textqualität und geringe Veränderungen im Schreibverhalten, welche sich vor allem durch die abnehmende Nutzung von Online-Wörterbüchern und ein gesteigertes Vorkommen von Textrevisionen zeigten.