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  • 1.
    Gynne, Annaliina
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Bagga-Gupta, Sangeeta
    Örebro universitet.
    Languaging in the twenty-first century: exploring varieties and modalities in literacies inside and outside learning spaces2015Inngår i: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, nr 6, s. 509-526Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 2.
    Gynne, Annaliina
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Young people's languaging and social positioning. Chaining in "bilingual" educational settings in Sweden2013Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, nr 4, s. 479-496Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Gynne, Annaliina
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    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"2016Inngår i: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 15, nr 6, s. 329-343Artikkel i tidsskrift (Fagfellevurdert)
    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.

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