Flerspråkighet som outnyttjad resurs
Modersmål arabiska i den anpassade gymnasieskolan
DOI:
https://doi.org/10.24834/educare.2024.3.1231Keywords:
arabiska, den anpassade gymnasieskolan, elever med intellektuell funktionsnedsättning, modersmålsundervisningAbstract
Here Mother Tongue Instruction (MTI) in secondary school education for students with intellectual disabilities is investigated. Earlier research shows that multilingual development may have positive effects on students’ development of language and cognition. The specific aim is to investigate what MTI in the adapted school for students with intellectual disabilities can be. The study builds on fieldnotes and recordings from observations from eight lessons in one class, which is analysed based on aspects of space, activities and language use. The results show that the Arabic instruction was separated from the students’ other education and the MTI teacher did not collaborate with other teachers at the school. Thus, opportunities for teachers and students to compare the two languages were few. The study also showed the importance of collaboration between different categories of staff. The conclusion is that collaboration is an unused resource with potential to improve the learning conditions. Thus, more research is needed on how collaboration could be developed for multilingual students between different teachers, such as MTI teachers, teachers in Swedish as a second language and special needs teachers.
References
Abu-Rabia, S. (2000). Effects of exposure to literary Arabic on reading comprehension in a diglossic situation. Reading & Writing, 13, 147-157. doi: 10.1023/A:1008133701024
Asadi, I. A., & Khaloob, K. (2023). Learning to read in Arabic diglossia: The relation of spoken and standard Arabic language in kindergarten to reading skills in first grade. Literacy Research and Instruction, ahead-of-print, 1-17. doi: 10.1080/19388071.2023.2217274
Avery, H. (2011). Lärares språkbruk i tvåspråkiga klassrum. Educare, 3, 145-175. doi: 10.24834/educare.2011.3.1201
Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7e uppl.). Multilingual Matters.
Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36-54. doi: 10.1017/S0261444810000339
Barton, D. (2007). Literacy: An introduction to the ecology of language. Blackwell Publishing.
Berthén, D. (2007). Förberedelse för särskildhet. Särskolans pedagogiska arbete i ett verksamhetsteoretiskt perspektiv. [Doktorsavhandling, Karlstad universitet].
Berthén, D. (2012). Realisera demokratiskt deltagande genom rika skriftspråksmiljöer. I A. Löfdahl & H. Pérez Prieto (Red.), Barn, barndomar, rättigheter och utbildningar: Vänbok till Solveig Hägglund (s. 13 – 24). Karlstad university studies. https://www.diva-portal.org/smash/get/diva2:509551/FULLTEXT01.pdf
Bialystok, E. (1999). Cognitive complexity and attentional control in bilingual mind. Child Development, 70(3), 636-644. doi: 10.1111/1467-8624.00046
Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9(2), 117-121. doi: 10.1111/cdep.12116
Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234. doi: 10.1007/s10993-012-9257-4
Bonacina-Pugh, F. (2013). Multilingual label quests: A practice for the ‘asymmetrical’ multilingual classroom. Linguistics and Education, 24(2), 142–164. doi: 10.1016/j.linged.2012.12.006
Bonacina-Pugh, F. (2020). Legitimizing multilingual practices in the classroom: The role of the ‘practiced language policy’. International Journal of Bilingual Education and Bilingualism, 23(4), s. 434–448. doi: 10.1080/13670050.2017.1372359
Brustad, K. (2017). Diglossia as ideology. I J. Høigilt & G. Mejdell (Red.), The politics of written language in the Arab world (s. 41-67). Brill.
Cioè-Peña, M. (2020). Bilingualism for students with disabilities, deficit or advantage?: Perspectives of Latinx mothers. Bilingual Research Journal, 43(3), 253-266. doi: 10.1080/15235882.2020.1799884
Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. SAGE.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Cummins, J. (2017). Flerspråkiga elever: Effektiv undervisning i en utmanande tid. Natur & Kultur.
Cummins, J. (2021). Rethinking the education of multilingual learners. Multilingual Matters.
Daniels, H. (2018). Diglossia: A language ideological approach. Pragmatics, 28, 185-216. doi: 10.1075/prag.00006.dan
de Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (2012). Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5-34. doi: 10.1017/S0272263111000489
DeKeyser, R.M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499-533.
Ferguson, C. (1959). Diglossia. WORD, 15, 325-340.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Basil/Blackwell.
Ganuza, N., & Hedman, C. (2015). Struggles for legitimacy in mother tongue instruction in Sweden. Language and Education, 29(2), 125–139. doi: 10.1080/09500782.2014.978871
Ivanič, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion. G., Miller, K., Satchwell C., & Smith, J. (2009). Improving learning in college: Rethinking literacies across the curriculum. Routledge.
Kay-Raining B. E., Genesee, F., & Verhoeven, L. (2016a). Bilingualism in children with developmental disorders: A narrative review. Journal of Communication Disorders, 63, 1-14. doi: 10.1016/j.jcomdis.2016.07.003
Kay-Raining Bird, E, Trudeau, N., & Sutton, A. (2016b). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63-78. doi: 10.1016/j.jcomdis.2016.07.005
Khamis-D., Reem, F. K., & Gordon, P. (2012). Acquiring diglossia: Mutual influences of formal and colloquial Arabic on children's grammaticality judgments. Journal of Child Language, 39, 61-89. doi: 10.1017/S0305000910000784
Khamis-Dakwar, R., & Makhoul, B. (2022). The relationship between children's explicit knowledge and awareness of diglossia and success in learning Arabic: A preliminary investigation. Journal of Multilingual and Multicultural Development, ahead-of-print, 1-15. doi: 10.1080/01434632.2021.2025243
Klang, N., Göransson, K., Lindqvist, G., Nilholm, C., Hansson, S., & Bengtsson, K. (2020). Instructional practices for pupils with intellectual disability in mainstream and special educational settings. International Journal of Disability, Development and Education, 67(2), 151-166. doi: 10.1080/1034912X.2019.1679724
Klefberg, K. (2022). Att få tillträde till lärprocesser: Professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan. [Doktorsavhandling, Malmö universitet]. doi: 10.24834/isbn.9789178772629
Kormos, J. (2006). Speech production and second language acquisition. Lawrence Erlbaum Associates, Inc. pdf.
Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514. doi: 10.1080/20445911.2013.799170
Mannion, G., Miller, K, Satchwell, C., & Smith, J. (2009). Improving learning in college. Rethinking literacies across the curriculum. Routledge.
Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., Kay Raining-Bird, E. Parkington, K., Cain, K., Scherba de Valenzuela, J., Segers, E., MacLeod, A. A. N., & Genesee, F. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of Communication Disorders, 63, 47-62. doi: 10.1016/j.jcomdis.2016.05.004
Martínez-Álvarez, P. (2019). Dis/ability labels and emergent bilingual children: Current research and new possibilities to grow as bilingual and biliterate learners. Race, Ethnicity and Education, 22(2), 174-193. doi: 10.1080/13613324.2018.1538120
Nair, V. K., Clark, G. T., Siyambalapitiya, S., & Reuterskiöld, C. (2022). Language intervention in bilingual children with developmental language disorder: A systematic review. International Journal of Language Communication Disorders, 58(2), 576–600. doi: 10.1111/1460-6984.12803.
Nayeb, L., Wallby, T., Westerlund, M., Salameh, E.-K., & Sarkadi, A. (2014). Child healthcare nurses believe that bilingual children show slower language development, simplify screening procedures and delay referrals. Acta Pædiatrica, 104(2), 198–205. doi: 10.1111/apa.12834
Norlund Shaswar, A. (2022). Language norms in L2 education for adult migrants: Translanguaging pedagogy in the age of mobility. Multilingua, 41(3), 341–358. doi : 10.1515/multi-2021-0123
Oweini, A., Awada, G., & Kaissi, F. (2020). Effects of diglossia on classical Arabic: Language developments in bilingual learners. Gema Online Journal of Language Studies, 20. doi: 10.17576/gema-2020-2002-11
Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å. (Red.) (2017). New perspectives on translanguaging and education. Multilingual Matters.
Peña, E. D. (2016). Supporting the home language of bilingual children with developmental disabilities: From knowing to doing. Journal of Communication Disorders, 63, 85-92. doi: 10.1016/j.jcomdis.2016.08.001
Pesco, D., MacLeod, A. A. N., Kay-Raining Bird, E., Cleave, P., Trudeau, N., Scherba de Valenzuela, J., Cain, K., Marinova-Todd, S. H., Colozzo, P., Stahl, H., Segers, E., & Verhoeven, L. (2016). A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders, 63, 15-31. doi: 10.1016/j.jcomdis.2016.05.008
Prop. 2021/22:162. Elevhälsa och stärkt utbildning för elever med intellektuell funktionsnedsättning. https://www.regeringen.se/rattsliga-dokument/ proposition/2022/03/prop.-202122162/
Regulation 2016/679, O.J. (L 119) 1 (EU) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32016R0679
Reichenberg, M., Berthén, D., & Andersson, F. (2016). Att undervisa för läsförståelse i gymnasiesärskolan. Skolverket.
Rodriguez, D. (2009). Meeting the needs of English language learners with disabilities in urban settings. Urban Education, 44(4), 452-464. doi: 10.1177/0042085909337598
Rosén, J., Straszer, B., & Wedin, Å. (2019). Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden. I C. Seals & V. Olsen-Reeder (Red.), Embracing multilingualism across educational contexts (s. 182-211). Victoria University of Wellington.
Scherba de Valenzuela, J., Kay-Raining Bird, E., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A.N., & Segers, Eliane (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 63, 32-46. doi: 10.1016/j.jcomdis.2016.05.005
Scribner, S., & Cole, M. (1981). The psychology of literacy. Harvard University Press.
SFS 2010: 800. Skollag. https://www.riksdagen.se/ sv/dokument-och-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800/
SKOLFS 2013:129, rev. 2023:91. Kursplan i modersmål för den anpassade gymnasieskolan. (2023). Skolverket. https://www.skolverket.se/ sitevision/proxy/regler-och-ansvar/sok-forordningar-och-foreskrifter-skolfs/svid12_6bfaca41169863e6a6595a/2062829119/api/v1/download/senaste-lydelse/2013:129
Snell, J., Shaw, S., & Copland, F. (2015). Linguistic ethnography: Interdisciplinary explorations. Palgrave Macmillan.
SOU 2021:11, Bättre möjligheter för elever att nå kunskapskraven: Aktivt stöd- och elevhälsoarbete samt stärkt utbildning för elever med intellektuell funktionsnedsättning. https://www.regeringen.se/ rattsliga-dokument/statens-offentliga-utredningar/2021/02/sou-202111/
Spolsky, B. (2004). Language policy. Cambridge University Press.
Straszer, B., Rosén, J., & Wedin, Å. (2020). Imagining the homeland: Transnational spaces in mother tongue tuition in Sweden. Journal of Multicultural Discourses, 15(1), 42-60. doi: 10.1080/17447143.2020.1726932
Street, B. (1993). Cross-cultural approaches to literacy. Cambridge University Press
Street, B. (2003). What’s new in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), s. 1523–1615.
Ware, J., Bethan Lye, C., & Fliss K. (2015). Bilingualism and students (learners) with intellectual disability: A review. Journal of Policy and Practice in Intellectual Disabilities, 12(3), 220-231. doi: 10.1111/jppi.12124
Wedin, Å. (2004). Literacy Practices in and out of School in Karagwe: The case of primary school literacy education in rural Tanzania. [Doktorsavhandling, Stockholm universitet].
Wortham, S., & Reyes, A. (2015). Discourse analysis beyond the speech event. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
