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  • 1.
    Damber, Ulla
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Lundgren, Berit
    Umea University.
    Från färdighetsträning till kritisk literacy2013In: Svenskläraren. Tidskrift för svenskundervisning, ISSN 0346-2412, no 3, p. 6-10Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Att fångas av en utmaning: om kursplanearbetet för svenska som andraspråk2011In: Grundskoletidningen, ISSN 1652-7844, no 3, p. 34-39Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln beskriver och utreder skillnader och likheter mellan kursplan i svenska och kursplan i svenska som andraspråk i Lpo 94 och Lgr 11. Svenska som andraspråk var ett nytt grundskoleämne i Lpo 94 och det var därmed viktigt att ämnet var tydligt framskrivet så att det inte skulle kunna förväxlas med grundskoleämnet svenska. I Lgr 11 har svenska och svenska som andraspråk närmat sig varandra.

  • 3.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Att som vuxen bli litterat på sitt andraspråk2002In: Att som vuxen bli litterat på sitt andraspråk / [ed] Auður Hauksdòttir, Birna Arnbjörnsdòttir, Maria Garðarsdòttir, Sigriður þorvaldsdòttir, Reykjavík: Háskóli Íslands , 2002, 1, p. 295-314Chapter in book (Other academic)
  • 4.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Avgränsa utan att begränsa: Om kursplaner för svenska respektive svenska som andraspråk2012In: Språkets gränser - och verklighetens: Perspektiv på begreppet gräns / [ed] Daniel Andersson & Lars-Erik Edlund, Umeå: Umeå universitet, Institutionen för språkstudier , 2012, p. 129-142Chapter in book (Other academic)
  • 5.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Bridging discourses in a writing classroom2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 315-332Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consists of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to a newspaper editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz. (1) teaching for learning - deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) reconstruction, feedback and students’ reflections for learning; and (4) writing to learn. The data is analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument gives students access to the dominating structure of the genre if they are given the time and tools to reflect and be given feedback from the teacher.

  • 6.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Elvaåringars skriftbruk till vardags och i skolan2012In: Att läsa och att skriva: Två vågor av vardagligt skriftbruk i Norden 1800 - 2000 / [ed] Ann-Catrine Edlund, Umeå: Umeå universitet och Kungl. Skytteanska Samfundet , 2012, p. 197-219Chapter in book (Other academic)
    Abstract [en]

    The written word ‘surrounds us round the clock’. Consequently, it is difficult to determine the border between children’s school literacy and their vernacular literacy outside school. The aim of this article is therefore to describe some everyday literacy events and their relation to literacy events in grade 5 in school.  The concept literacy covers broader ways of reading and writing and is understood in the social context in which it is used and acquired. Children use different written modes of communication outside school, for example, Facebook and blogs, but seldom books. In school, on the other hand, they usually write with a pen and read books made of paper. The children’s vernacular literacy practices and school literacy practices meet during school breaks, where students’ texting and typing are visible. The different use of modes, tools and literacy events among students are something that probably should be problematized and discussed within schools with the aim of drawing on everyday practices to enhance educational development.

  • 7.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Elvaåringars skrifthändelser i och utanför skolan2012In: Skriftpraktiker hos barn och unga / [ed] Hanna Lehti-Eklund, Anna Slotte-Luttge, Beatrice Silén & Ria Heilä-Ylikallio, Vasa: Pedagogiska fakulteten , 2012, 1:a, p. 82-101Chapter in book (Refereed)
    Abstract [sv]

    I denna artikel sätts elvaåriga barns varierande användning av skrift i fokus. Syftet är att beskriva och reflektera över barns vardagliga skrifthändelser och i vilken mån de förekommer i skolans skriftpraktik. Inledningsvis redovisas skriftbruk ur ett teoretiskt perspektiv följt av ett metodavsnitt. Därefter följer en presentation av barnens vardagliga skriftbruk och vissa utvalda händelser i skolans skriftpraktik. Artikeln avslutas med en reflektion över elevernas vardagliga skriftpraktik och skolans skriftpraktik.

     

  • 8.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Estetiska uttryck som stöd för språkutveckling på mellanstadiet: Elevnära, anpassning och textrörlighet2011Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Beskrivning och analys av språkutvecklande arbetssätt i grundskolan där estetiska uttryckssätt stärker elevernas språklärande.

  • 9.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Estetiska uttryck som stöd för språkutveckling på mellanstadiet: Från lärarkontroll via anpassning till elevengagemang2011Report (Other (popular science, discussion, etc.))
  • 10.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Estetiska uttryck som stöd för språkutveckling på mellanstadiet: Textrörlighet2011Report (Other (popular science, discussion, etc.))
  • 11.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Exploring critical literacy in Swedish education: Introductory notes2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 215-223Article in journal (Refereed)
    Abstract [en]

    This article is an introductory note to The thematic section in this issue of Education Inquiry has its background in the need for research interpreting literacy from a critical perspective. Teaching literacy is not solely about technical reading skills but is also about understanding and the making of meaning. From that point of view, teaching must also consider the use of language, the context within which language is used, and issues of power. The thematic section includes five articles about critical literacy in Swedish education.

    The contributions were developed after a workshop conducted by Professor Hilary Janks, University of the Witwatersrand, Johannesburg. She introduces the framework of a critical literacy theory in the first article of the issue. Further, the contributions of Swedish scholars are united in their interest in applying a mode of critical literacy designed by Janks to different practices, sites and speech-events, for example policy documents, home reading, teaching and learning practices. The articles offer a wide perspective of critical literacy in education and further understanding of the complex processes in teaching.

  • 12.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Inclusion, Exclusion and Identities in Education: The Swedish perspective2011In: Hyphenated Selves: Immigrant Identities within Education Contexts / [ed] Saloshna Vandeyar, Amsterdam: Unisa Press/Rozenberg Publishers , 2011, 1, p. 107-130Chapter in book (Refereed)
    Abstract [en]

    This article is concerned with how immigrant students construct their identities, and how they deal with inclusion and exclusion within the Swedish school system. In schools, about 19% of the students are of immigrant background and the language of instruction in schools is usually Swedish. Democracy forms the basis of the national curriculum, which means that no one should be subjected to discrimination at school based on, for example, ethnicity, gender, or religion or other belief. The data are from empirical studies; most of these are ethnographic research projects conducted in Swedish society and schools. For much of the research on identity in Sweden, the results tend to be based on a theoretical perspective of otherness. Another perspective that has been found is that a person develops identity during her/his lifetime. This perspective on identity is more of a global-hyphenated view. The predominant result is that the experiences and knowledge of the students are not taken into account in teaching practice; teachers do appreciate new cultures in terms of food and clothes, and do not accept values other than Swedish ones. The result also shows that students try to integrate and bind all the important parts of their experience together, such as, for example, situations and activities, emotions and languages, much like sewing a patchwork quilt. However, for these students it is hard to access Swedish social communities as well as Swedish norms and values.

  • 13.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    "Jag har tio barn så jag behöver inte bekymra mig om min ålderdom": om skolans möjligheter att skapa förståelse2004In: Andra nationella konferensen i svenska med didaktisk inriktning: Göteborg 8-9 januari 2004 / [ed] Staffan Thorson, Göteborg: Göteborgs universitet , 2004, 1, p. 123-139Chapter in book (Other academic)
    Abstract [sv]

    Skolan har ett stort och viktigt ansvar för att utveckla kunskaper i det svenska språket för människor som kommer till Sverige från andra länder. I kapitlet beskrivs, utifrån ett sociokulturellt perspektiv, hur några kvinnor som är analfabeter lär sig det svenska språket samt lär sig läsa och skriva på svenska inom svenskundervisning för invandrare. Studien som har sitt ursprung i avhandlingen Skolan i livet - Livet i skolan visar att kommunikation vanligtvis bygger på I-R-U mönster men att kollaborativa samtal förekommer. Det som också framkommer är att deltagarnas erfrenheter inte tas tillvara i undersvisningssituationer i någon större utsträckning. Det medför i sin tur att deltagarna känner sig okunniga.

  • 14.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Kommunikativa processer vid andraspråksinlärning: Språkteori som stöd vid tolkning av observationsprotokoll.2008In: Se skolan - forskningsmetoder i pedagogiskt arbete / [ed] Carina Rönnqvist & Monika Vinterek, Umeå: Fakultetsnämnden för lärarutbildning , 2008, 1:a, p. 55-70Chapter in book (Refereed)
    Abstract [sv]

    I artikeln presenteras en av de metoder som använts i en studie över några kvinnliga analfabeter som lär sig läsa och skriva på svenska som andraspråk. Den teoretiska utgångspunkten för studien är ett sociokulturellt perspektiv på undervisning och lärande i vilken situerad tidigare kunskap är av vikt för fortsatt lärande. Metoden som beskrivs är observationer av klassrumsverksamhet. Vanligt förekommande interaktionsstrukturer mellan lärare och elev samt mellan elev och elev har analyserats. 

  • 15.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Lust i läsandet: ett läsprojekt i samarbete mellan länsbiblioteket, skolor och lärarutbildningen i Västerbotten2007Report (Other academic)
    Abstract [sv]

    Lust i läsandet är ett utvecklingsprojekt som fokuserar lärares och bibliotekariers arbete med skönlitteratur. Projektets syfte är att främja arbete kring barnböcker och språklig utveckling, framförallt hur man kan koppla estetiska uttryck och lärprocesser - lek, drama, dans, bild, slöjd, film och musik - till läsande och skrivande. Nya utvecklande arbetsformer mellan lärre och bibliotekarier har fokuserats. Deltagarn, arbetslag från några skolor i Västerbottens län, har behandlat barn- och ungdomslitteratur utifrån olika teorier exempelvis receptions- och didaktikteorier. Varje arbetslag har via läsecirklar och boksamtal utvecklat det kreativa tänkandet kring litteratur. Projektet presenteras i denna rapport utifrån intervjuer med deltagare och elever, observationer i klassrum samt deltagarnas loggböcker som beskriver utvecklingsarbetet.

  • 16.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Retoriken i den pedagogiska praktiken2008In: Sjätte nationella konferensen i svenska mned didaktisk inriktning / [ed] Anne Palmér, Uppsala: Uppsala universitet , 2008, 1, p. 70-82Chapter in book (Other academic)
    Abstract [sv]

    Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.

  • 17.
    Lundgren, Berit
    Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen.
    Skolan i livet - livet i skolan: Några illitterata invandrarkvinnor lär sig tala, läsa och skriva på svenska som andraspråk2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.

  • 18.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Språkets förankring i text och rörelse2010Report (Other (popular science, discussion, etc.))
  • 19.
    Lundgren, Berit
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Botha, Liz
    Fort Hare University.
    Reading events from child to student2010In: Education Inquiry, ISSN 2000-4508, Vol. 1, no 4, p. 289-308Article in journal (Refereed)
    Abstract [en]

     

     

    The implication of reading competence in developing reflection and thinking is an important issue for student teachers to consider. Reading is also a competence, in which the language at the disposal of a person is included, to use for social development and mutual understanding. This article is based on a case study and is concerned with how some student teachers in South Africa and Sweden conceive of themselves as readers from child to student and the value of language for reading competence. In the article we reflect on different reading practices in the two countries. The data consist of 25 written narratives with the theme,

    I as a reader, written by student teachers in South Africa and Sweden. By using a socio-cultural basis for understanding reading, one can identify six reading practices concerning the students’ reading events in the narratives. One reading practice, critical reading, is more explicit in the South African students’ narratives than in the Swedish students’ narratives.

     

     

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