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  • 1.
    Andersson Varga, P.
    et al.
    Gothenburg University, Sweden.
    Asplund Carlsson, Maj
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Writing for life?: A case study of affordances of writing in four L1 upper secondary classrooms2015Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, nr SpecialIssue, s. 1-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    During the period of 1994-2011 all programmes in Swedish upper secondary school comprised a set of core subjects with the aim to entail equity on the policy level. However, a division between programmes still prevailed on the school level, particularly in the core subject L1 Swedish. The main purpose of this study has been to explore how the teaching of writing in two academic and two vocational programmes differs, which writing repertoires are developed and how writing is assessed. The study is part of a long-term ethnography of writing in upper secondary school (Andersson Varga, 2014). The data produced during the two-year field study contain field notes from writing lessons, lesson observations and talks with four teachers, as well as recorded and transcribed, semi-structured teacher and student interviews, instructions on writing tasks, student texts and teachers’ responses to student texts. This article focus-ses on the preparation for the National Test, the afforded assignments, the realisations of the student texts and the assessment. The teachers in the four programmes handle the national syllabus in relation to the students, resulting in four different curricula in the classroom. Thus, issues of inequity, disparities in curricula as well as different expectations on students, depending on programme, became obvious. To understand the processes of social reproduction, we use Bernstein’s sociology of education (1996, 2000) and the concept of the pedagogic device and pedagogic identity. However, we also show one example of interruption (Singh, 2013) in one of the four classrooms. Thus, the main results demonstrate how one particular teacher brings about change to a group of working class girls. © 2015 International Association for the Improvement of Mother tongue Education.

  • 2.
    Johansson, Baran
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Rijlaarsdam, Gert
    Umeå University, Faculty of Arts, Department of language studies, Umeå (SWE).
    Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children2023Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 23, s. 1-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2.

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