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Being and Becoming a Teacher in Initial Literacy and Second Language Education for Adults
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2018 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Att vara och bli lärare för kortutbildade vuxna inom svenska som andraspråksutbildning (Swedish)
Abstract [en]

The aim of the thesis is to explore what being and becoming a teacher of Literacy Education and Second Language Learning for Adults (LESLLA) mean. The study, which applies situated learning theory combined with some Bourdieuan concepts as thinking tools, seeks to depict how the professional identity of LESLLA teachers can be understood from their memberships in different communities of practice. The empirical study is based on observational data and on semi-structured interviews, which have been analysed thematically. The results show that the LESLLA teachers construct professional identity in regard to the particular nature of the learners, i.e. that the learners are simultaneously adult emergent readers and second language learners establishing themselves in a new society. This is, for example, seen in the teachers’ teaching actions and in how they respond to learning opportunities and changes. Likewise, the results illustrate that becoming a LESLLA teacher is an ongoing process in which some periods are particularly critical for learning. It takes place in a number of different communities of which the teaching practices are the most crucial. When it comes to the other communities to which the teachers belong, their significance differs from teacher to teacher. Moreover, power plays a central role in the identity formation. Societal forces, and the position and trajectory of the teacher in different communities in the landscapes of LESLLA teaching and Swedish for Immigrants (SFI) contribute to it.

Abstract [sv]

Syftet med den här avhandlingen är att utforska vad det innebär att vara och bli lärare för kortutbildade vuxna inom svenska som andraspråksutbildning. Med hjälp av situerat lärande som övergripande teoretiskt perspektiv, och några av Bourdieus begrepp som kompletterande tankeverktyg, analyseras hur den professionella identiteten för den här lärargruppen kan förstås utifrån deras medlemskap i olika professionella praktikgemenskaper. Denna empiriska studie är baserad på data från observationer och semistrukturerade intervjuer. Resultatet visar att lärare konstruerar sin professionella identitet i relation till sina deltagares särart, d.v.s. kombinationen av att dessa är kortutbildade vuxna som ska lära sig grundläggande litteracitet och ett andraspråk, samtidigt som de etablerar sig i ett nytt samhälle. Detta ses t.ex. i lärarnas undervisning, i hur de tar till vara på möjligheter till lärande och bemöter förändringar. Resultatet illustrerar också att även om vissa perioder betyder mer för deras yrkesidentitet så är denna något som utvecklas hela tiden. Detta sker i många olika praktikgemenskaper parallellt. Undervisningspraktiken är den mest centrala, men i övrigt varierar betydelsen av de olika praktikerna från lärare till lärare. Läraridentiteten formas också av olika maktaspekter. Samhälleliga krafter, liksom ens egen position i de olika gemenskaper som finns inom andraspråks- och vuxenutbildning, bidrar till formandet av den.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. , p. 119
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 205
Keywords [en]
teacher identity, initial literacy education, second language teaching, adult education, situated learning, cultural capital
Keywords [sv]
läraridentitet, grundläggande litteracitetsutbildning, andraspråksundervisning, vuxenutbildning, situerat lärande, kulturellt kapital
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-147356DOI: 10.3384/diss.diva-147356ISBN: 9789176853047 (print)OAI: oai:DiVA.org:liu-147356DiVA, id: diva2:1199369
Public defence
2018-05-18, sal I:101, Hus I, Campus Valla, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2018-04-20 Created: 2018-04-20 Last updated: 2018-04-26Bibliographically approved
List of papers
1. The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
Open this publication in new window or tab >>The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
2018 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 69, p. 168-176Article in journal (Refereed) Published
Abstract [en]

n/a

Place, publisher, year, edition, pages
PERGAMON-ELSEVIER SCIENCE LTD, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-144138 (URN)10.1016/j.tate.2017.10.012 (DOI)000418218200016 ()
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-04-20
2. Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers
Open this publication in new window or tab >>Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers
2017 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed) Published
Abstract [en]

This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers’ membership of different work-related communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The study is based on interviews with seven bilingual teachers. The data has been analysed from the perspective of situated learning theory and by employing some complementing concepts of Bourdieu used as thinking tools. The findings illustrate how the teachers construct their professional identity in relation to their students and by positioning themselves in different teacher communities. Moreover, the findings stress how the local school community plays a crucial part in determining the position the teachers obtain in the field. But in spite of being acknowledged as professionals, the teachers still need to negotiate their position by acquiring new capital and stressing the capital they already have.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Bilingual teachers, professional identity construction, bilingual education, mother tongue education, Literacy Education and Second Language Learning for Adults (LESLLA)
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-144866 (URN)10.1080/13670050.2017.1400516 (DOI)2-s2.0-85033404544 (Scopus ID)
Available from: 2018-02-05 Created: 2018-02-05 Last updated: 2018-04-20Bibliographically approved

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Colliander, Helena

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