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  • 1.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    'English or Swedish please, no Dari!' - (trans)languaging and language policing in upper secondary school?s language introduction programme in Sweden2019In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 3-4, p. 347-368Article in journal (Refereed)
    Abstract [en]

    This article examines multilingual interactions in an upper secondary Language Introduction Programme (LIP) classroom in Sweden. The LIPs, highly affected by both glocal linguistic and cultural diversity and the monolingual-monocultural habitus of the surrounding society, offer recently arrived immigrant youth (ages 16?19) education where emphasis is on the majority language of the surrounding society, Swedish, but where teaching can also include other subjects. The study stems from a larger ethnographically framed project, which aims at both creating new knowledge on translanguaging as a pedagogical practice as well as contributing to school development. The paper has a threefold focus. First, it examines everyday multilingual languaging among the participants. Second, it discusses their doing of language policy from a practiced perspective. Third, it reflects upon the implementation process of translanguaging as a pedagogical practice. Data in the study includes video and audio recordings of classroom interactions, fieldnotes, literacy and interview data. Micro-analyses of interactional data are employed in order to discuss the ways in which students and teachers engage in (trans)languaging and language policing processes. Finally, the tension between seeking to teach and learn through linguistic diversity and participants? understandings of what kind of languaging is appropriate is critically reflected upon.

  • 2.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Hans saknar lanttulaatikko!" Språkande och kulturella vardagspraktiker i en sverigefinsk minoritetsskola2017In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä, Eva Sundgren, Stockholm: Liber, 2017, 1, p. 182-201Chapter in book (Other academic)
    Abstract [sv]

    Hur förhandlas det om kultur och språk i skolans vardag? Hur ser tvåspråkig och bikulturell minoritetsutbildning ut i Sverige på 2010-talet? Vilka lärdomar kan man dra från flerspråkiga utbildningssammanhang för skolan i stort? Inom ramen för detta kapitel bekantar vi oss med Sveriges nationella minoriteter i allmänhet och den sverigefinska minoriteten i synnerhet. Kapitlet bygger på ett etnografiskt forskningsprojekt om flerspråkiga ungdomars språkande, meningsskapande och identitetsarbete.

     

    I fokus för kapitlet är några fallstudier från en skola med en tvåspråkig och bikulturell sverigefinsk profil. Det första två exemplen fokuserar på språkliga handlingar hos elever, där förhandlingar om tillhörighet och identitet kopplas till traditionella kulturella symboler och uppfattningar om vad som är vanligt i den finska respektive svenska kulturen och skolan. Det tredje exemplet visar hur den pedagogiska klassrumsinteraktionen i den tvåspråkiga skolan kan användas för att stötta nyanlända elever som visserligen har kunskaper i ett av skolans två officiella språk, finska, men som har begränsade kunskaper i det svenska språket.

     

    Med dessa empiriska fall som utgångspunkt diskuterar jag tvåspråkig utbildning och utbildning för minoriteter samt vilka aspekter inom dessa som även skulle kunna tas tillvara på i utbildningsväsendet i stort. Avslutningsvis för jag även ett generellt resonemang kring frågor som knyter an till den ökande mångfalden och föränderligheten i dagens lärande och språkande samhälle, där bland annat utbildning av nyanlända elever utgör en av utmaningarna för skolan. 

  • 3.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Janne X was here". Portraying identities and negotiating being and belonging in informal literacy practices.2017In: Identity Revisited and Reimagined: Empirical and Theoretical Contributions on Embodied Communication Across Time and Space / [ed] Sangeeta Bagga-Gupta, Aase Lyngvær Hansen, Julie Feilberg, Springer, 2017, 1, p. 271-292Chapter in book (Other academic)
    Abstract [en]

    The study presented in this chapter examines young people’s identity work and informal literacy practices in two separate, yet intertwined settings: in a “bilingual” school context located in Sweden and a social network site. Drawing on sociocultural approaches and (n)ethnographic data, the main aim of the chapter is to expand understandings dealing with identity work and heteroglossic languaging, including informal literacy practices, in settings across the offline-online continuum. Through analysis of data sets consisting of video recordings, photographs and screen grabs, the concepts of languaging and identity-as-agency are explored from a discourse analytical perspective. The findings illustrate the ways in which interactions, agency and social positionings emerge at the intersection of people, discourses, spaces, practices and technologies. Portraying identity positions and negotiating being and belonging is possible in and through practices where multiple aspects of communicative repertoires and modalities are employed.

  • 4.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Languaging and Social Positioning in Multilingual School Practices: Studies of Sweden Finnish Middle School Years2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of the thesis is to examine young people’s languaging, including literacy practices, and its relation to meaning-making and social positioning. Framed by sociocultural and dialogical perspectives, the thesis builds upon four studies that arise from (n)ethnographic fieldwork conducted in two different settings: an institutional educational setting where bilingualism and biculturalism are core values, and social media settings.

    In the empirical studies, micro-level interactions, practices mediated by languaging and literacies, social positionings and meso-level discourses as well as their intertwinedness have been explored and discussed. The data, analysed through adapted conversational and discourse analytical methods, include video and audio recordings, field notes, pedagogic materials, policy documents, photographs as well as (n)ethnographic data.

    Study I illuminates the doing of linguistic-cultural ideologies and policies in everyday pedagogical practices and focuses on situated and distributed social actions as nexuses of several practices where a number of locally and nationally relevant discourses circulate.  In Study II, the focus is on everyday communicative practices on the micro and meso levels and the interrelations of different linguistic varieties and modalities in the bilingual-bicultural educational setting. Study III highlights young people’s languaging, including literacies, in everyday learning practices that stretch across formal and informal learning spaces. Study IV examines social positioning and identity work in informal and heteroglossic literacy practices across the offline-online continuum. Consequently, the four studies map the kinds of languaging practices young people are engaged in both inside and outside of what are labelled as bilingual school settings. Furthermore, the studies highlight the kinds of social positions they perform and are oriented towards in the course of their everyday lives.

    Overall, the findings of the thesis highlight issues of bilingualism as pedagogy and practice, the (un)problematicity of multilingualism across space and time and multilingual-multimodal languaging as a premise for social positioning. Together, the studies and the thesis form a descriptive-analytical illustration of “multilingual” young people’s everyday lives in and out of school in late modern societies of the global North. Overall, the thesis provides insights concerning the education and lives of a large, yet sparsely documented minority group in Sweden, i.e. the Sweden Finns.

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  • 5.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Språkande, transspråkande och länkning i en tvåspråkig klass2017In: Lisetten, ISSN 1101-5128, no 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur ser tvåspråkig och bikulturell minoritetsutbildning ut i Sverige på 2010-talet? Hur ter sig de praktiker vi kommit att kalla för translanguaging i en tvåspråkig skolas vardag? I denna artikel bekantar vi oss med transspråkande i vardagen på en skola med en sverigefinsk profil.

  • 6.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro universitet.
    Languaging in the twenty-first century: exploring varieties and modalities in literacies inside and outside learning spaces2015In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, no 6, p. 509-526Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper focuses on young people’s languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people’s situated and distributed ways of engaging in knowledge production in academic “writing” genres, as well as their agency in relation to pedagogic goals as administered by teachers in these practices. Through analysis of data sets consisting of field notes, video recordings and particularly literacy data, the study presents analysis of three cases of students’ work in project-based learning and instructional tasks inside and outside a ‘bilingual-bicultural’ school setting. The paper puts forth a multi-dimensional analysis of communicative and learning practices and suggests refocusing scholarly interests of ‘multilingualism’ towards an examination of different dimensions of modalities and language varieties in languaging practices. The findings indicate that student agency is central in contributing to the shaping of the nature of their languaging across the interrelated dimensions of time and space. Furthermore, this study suggests that pedagogical practices in language, including literacy, classes need to be transformed and recontextualized in order to embrace student agency.

  • 7.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro universitet.
    Young people’s language usage and identity positioning inside and outside a Sweden Finnish Bilingual Educational setting: Explorations from a pilot study2011In: NERA/NFPF:s 39th Congress "Rights and education", 2011Conference paper (Other academic)
    Abstract [en]

    Research topic/aim/ theoretical framework

    This paper presents preliminary results from the pilot phase of a project that explores issues related to young people’s language usage and identity positioning in different types of social practices inside and outside school settings. Broadly, our study takes sociocultural perspectives on learning and communication and ethnographic perspectives including videotaping as methodological points of departure. The central aim of our project can be formulated in terms of exploring how participants invoke linguistic and cultural identities through the usage of literacy resources. This is framed within linguistic and cultural rights of minorities more generally.

     

    Methodology/research design

    12-13 year old children at a Sweden Finnish (minority) bilingual educational setting are being followed in a long term ethnographic study, initiated in the spring of 2010. We will present the study design, the empirical data and describe the theoretical underpinnings that have framed the progress of the study. We will also discuss how this process has contributed to the structuring of the main study, initiated during the second half of 2010.

     

    Membership in the Sweden Finnish bilingual school will be critically discussed on the basis of the “language and cultural backgrounds” of students and adults in our empirical study. Furthermore analytical descriptions of everyday mundane activities and language usage from classroom settings, web-arenas and physical settings outside the school will form the basis for attending to the linguistic repertoires that young people are members of. Special attention will be paid to the literacies that young people use and consume in their everyday lives in a range of settings. How and in what ways possible identities are marked and subscribed to through the use of linguistic and literacy resources will also be explored.

     

    Expected findings/conclusions

    Our preliminary findings indicate that children and young adults who are members of “bilingual school settings” employ a number of resources as they stage, make visible and (co)construct their social and cultural identities. These identity repertoires can be seen to have a bearing to both local order and larger societal issues, including the linguistic and cultural rights of minorities.

     

  • 8.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Young people's languaging and social positioning. Chaining in "bilingual" educational settings in Sweden2013In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, no 4, p. 479-496Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper examines languaging in a “bilingual” school setting. The overall aim here is to explore young people's doing of multilingualism as well as social positioning in and through the everyday social practices where literacy is salient. Anchored in perspectives that highlight the social construction of reality, and located in the geopolitical space of Sweden, this study investigates an educational setting where Swedish and Finnish are used as the primary languages of instruction but where other linguistic varieties are present. In the paper, the analytically relevant concept of chaining is empirically illustrated through the analysis of ethnographically created data. These data include video recordings of classroom interaction and materials framed within the school diary literacy practice. The chained flow of various oral, written and multimodal varieties in human meaning-making is presented as an analytical finding.

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    Gynne & Bagga-Gupta 2013. Young people's languaging and social positioning. Chaining in "bilingual" educational settings in Sweden.
  • 9.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Sweden.
    Lainio, Jarmo
    Stockholms universitet,Sweden.
    Practiced linguistic-cultural ideologies and educational policies: A case study of a "bilingual Sweden Finnish School"2016In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 15, no 6, p. 329-343Article in journal (Refereed)
    Abstract [en]

    This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting, located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.

  • 10.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sweden Finnish Youth: An Unexplored Bilingual Resource for Inter-Nordic Labour Market?2009Conference paper (Refereed)
  • 11.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Role and Importance of Bilingual Minority Schools’ Pupils for Inter-Nordic and Bilateral Language Communication in a Majority Context2009Conference paper (Refereed)
    Abstract [en]

    The long-term efforts to strengthen the Inter-Nordic semi-communication between the Scandinavian languages have by large been successful, but mainly between speakers of Danish-Norwegian-Swedish. Finland’s position in this since long established inter-Nordic cooperation has been strengthened by the high-level bilinguality among Finland Swedes, the Swedish-speaking minority in Finland. The potential of Sweden Finns (a Finnish-speaking minority in Sweden) as a bridging factor has not been actively developed to become an asset in the Inter-Nordic labour market. One reason is the failure of the Swedish educational system to fully promote the bilingual capacity of Sweden Finnish adolescents, other possible reasons are likely to be revealed by the study.

    This paper presents an ongoing research project that focuses on the bilingual capacity of young Sweden Finns and on finding out how this capacity is taken into account as a potential resource in Inter-Nordic semi-communication. This concerns both the youth themselves, and the potential employers of some sectors of society. A follow-up aim is to promote the bilingual capacity of minority speakers, in the first place that of Sweden Finnish youth, but in a wider perspective, that of other bilingual speakers of lesser-used and major Nordic languages.

    The study is intended to function as a case study concerning in particular Sweden Finnish youth. Its aim is to create a model possible to copy to other similar situations involving bilingual education and its role for closing the gap between the Scandinavian and Finno-Ugric languages, in the first place. In a wider perspective the project concerns how Nordic languages are promoted in the process of globalization in comparison to specifically English, in this inter-Nordic perspective.

    The study consists of several steps which aim at describing whether and how the bilingual capacity of Sweden Finns is taken into account as a potential to retain and strengthen Inter-Nordic semi-communication. The study contains three aspects:

    a)            A survey study to Nordic, bilateral Swedish-Finnish, Swedish and Finnish institutions and organizations. The aim of the study is to chart the organizations’ consciousness about the potential of Sweden Finnish minority speakers’ language resources, and how this is taken into account.

    b)            An interview study/language competence evaluation among a selection of school-leavers from independent bilingual schools in Sweden. The aim of this study is to find out what the linguistic capacity is among adolescents at school-leaving age, both through self-evaluation and by studying some language competence indicators.

    c)             A survey study among former pupils of independent bilingual schools, regarding their evaluation of the use and value of their bilingual capacity in the labour markets at Nordic level, in Sweden and Finland.

    The paper presents the research design, aims in greater detail and some preliminary results as well as a selection of analyses from the survey studies.

  • 12.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Persson, Marcus
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Teacher Roles in the Blended Classroom - Swedish Lower Secondary School Teachers' Boundary Management between Physical and Virtual Learning Spaces2018In: Journal of Computer and Education Research, ISSN 2148-2896, Vol. 6, no 12, p. 222-246Article in journal (Refereed)
    Abstract [en]

    The purpose of the study is to explore how Swedish lower secondary school teachers manage blended learning environments, established through using a specific learning management system (LMS) application. In the study, four teachers were followed during a four-month (n)ethnographic fieldwork. Based on analyses of data from video-recordings and observations in physical and virtual classrooms, the study examines teachers’ practices of integrating and segmenting the two classroom domains. In order to unpack the realms of these practices, the study employs affordance and boundary theories. Through the analysis of participants’ boundary practices and their use of communicative affordances in and across space and time, four teacher roles, enacted and emerging through teaching practices, are presented. The paper concludes with a discussion of how participants’ engagement with virtual and physical learning environment compels teachers to reflect upon their preferred teacher role in the new multidimensional classrooms.

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  • 13.
    Lainio, Jarmo
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Gynne, AnnaliinaMälardalen University, School of Education, Culture and Communication.Kangassalo, RaijaMälardalen University, School of Education, Culture and Communication.
    Transborder contacts and the maintenance of Finnishness in the diaspora: Finnforum VIII – An Interdisciplinary Conference in Finnish, Finnish-North American and Sweden Finnish Studies - Mälardalen University, Campus Eskilstuna, June 17-20, 20072009Conference proceedings (editor) (Other academic)
  • 14.
    Lainio, Jarmo
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Leppänen (Gynne), AnnaliinaMälardalen University, School of Education, Culture and Communication.
    Språklig mångfald och hållbar samhällsutveckling: Rapport från ASLA:s höstsymposium Eskilstuna, 9-10 november, 20062007Conference proceedings (editor) (Other academic)
  • 15.
    Lainio, Jarmo
    et al.
    Stockholms universitet.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Flerspråkiga sverigefinska ungdomar på den nordiska arbetsmarknaden – möjligheter och förväntningar: Slutrapport från BilMinNord-projektet2013Report (Other academic)
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    fulltext
  • 16.
    Sheikhi, Karin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Leppänen, Annaliina
    Mälardalen University, School of Education, Culture and Communication.
    Sociala karriärer, språklig kompetens och identitet: En förstudie bland sverigefinnar och kaldéer i Eskilstuna2006In: Utbildningsval, karriärer, språkliga kompetenser och identiteter. (U-SOKKI): Del II – pilotstudiefasen / [ed] Jarmo Lainio, Eskilstuna: Institutionen för humaniora, Mälardalens högskola , 2006, p. 7-111Chapter in book (Other academic)
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    Sheikhi-Leppänen 2006
  • 17.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finskan i relation till andra språk hos svenska myndigheter och organisationer.2009Conference paper (Refereed)
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