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  • 1.
    Bjork-Willen, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Routine Trouble: How Preschool Children Participate in Multilingual Instruction2008In: APPLIED LINGUISTICS, ISSN 0142-6001, Vol. 29, no 4, p. 555-577Article in journal (Refereed)
    Abstract [en]

    This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.

  • 2.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Learning to Apologize: Moral socialization as an interactional practice in preschool2018In: Research on Children and Social Interaction, ISSN 2057-5807, Vol. 2, no 2, p. 177-194Article in journal (Refereed)
    Abstract [en]

    This article explores the apology practices that occur among young chil- dren, aged 1–4 years, and their preschool teachers in a Swedish preschool.More specifically, it aims to analyse how apology events are framed and interactively accomplished, and how children reproduce apology in peer play. Earlier studies have shown that the apology practices of adults and children have different agendas, although children’s apology practices echo those of adults. Approaching the participants’ perspectives, the analyses show that the apology practices at preschool have a ritualized framework. This consists of (i) clarifying the source of the conflict, (ii) highlighting the moral order, and (iii) verbalizing and embodying the apology. The analyses show how the children transform the apology practices into their pretend play, whereby they display moral stances and get support for individual aims.

  • 3.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lek, samspel och flerspråkande2018In: Svenska som andraspråki förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, 1, p. 72-89Chapter in book (Other academic)
  • 4.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Svenska som andraspråk i förskolan2018Collection (editor) (Other academic)
    Abstract [sv]

    Hur kan vi på bästa sätt stödja förskolebarns andraspråkslärande och flerspråkiga utveckling, så att de blir väl rustade att klara av skolan? Hur ska vi tänka och hur bedrivs en väl fungerande språkundervisning i svenska som andraspråk?

    I den här teoretiska grundboken tar författarna upp centrala aspekter av förskolebarns två- och flerspråkiga utveckling och lärande ur olika perspektiv: språkliga, didaktiska, sociala, familjeorienterade och samhälleliga. Syftet med antologins olika kapitel är att ge en trygg kunskapsgrund att planera sin verksamhet utifrån i enlighet med förskolans nyreviderade läroplan.

    Boken vänder sig till förskollärarutbildningen, verksamma förskollärare samt övrig förskolepersonal, förskolechefer och skolpolitiker.

  • 5.
    Björk-Willen, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Pramling, Niklas
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet, Gothenburg, Sweden.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Språkundervisning i förskolan: Teoretiska principer och empiriska exempel2018In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 36, no 3-4, p. 39-57Article in journal (Refereed)
    Abstract [en]

    The notion of teaching is theoretically conceptualized in a manner relevant to the context of preschool. This concept is grounded in evolutionary and a pedagogical-psychological theory, with reference to Barnett, Rommetveit, Tomasello, and Vygotsky. The basis of teaching is found in people’s tendencies to make known to others what they themselves have seen/realized. Institutions such as preschool and school are understood as societal means for maintaining accumulated experience with the growing generation, something that puts teaching to the foreground. Empirical examples of language teaching in contemporary preschool are given and analyzed. Some important features of the concept of teaching as here theorized and exemplified are responsivity, language practices, the tension between intersub- jectivity and alterity, the variation of children’s experience, play and playfulness. The importance of basing theoretical accounts of teaching as a preschool activity on empirical research is emphasized.

  • 6.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Barns spel och samspel vid datorn: Tema: IT i lärandet2010In: Specialpedagogisk tidskrift – att undervisa, no 1, p. 8-10Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Being doggy: Disputes embedded in preschoolers' family role-play2012In: Disputes in Everyday life: Social and Moral Orders of Children and Young People / [ed] Susan Danby, Maryanne Theobald, Emerald Group Publishing Limited , 2012, p. 119-140Chapter in book (Other academic)
  • 8.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Berättande med flera språk2014In: Berättande i förskolan / [ed] Bim Riddarsporre, Barbro Bruce, Stockholm: Natur och kultur, 2014, 1, p. 51-70Chapter in book (Other academic)
  • 9.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Döma eller bedöma?: bedömningspraktiker avseende barns språkliga kompetenser2015In: Utvärdering & pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber , 2015, p. 142-155Chapter in book (Other academic)
  • 10.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Föräldrasamverkan i förskolan ur ett språkligt mångfaldsperspektiv2014In: Segregation, utbildning och ovanliga lärprocesser / [ed] Ove Sernhede och Ingegerd Tallberg Broman, Stockholm: Liber, 2014, p. 123-142Chapter in book (Other academic)
  • 11.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Händelser vid datorn. Förskolebarns positioneringsarbete och datorspelets agens2012In: Barn, ISSN 0800-1669, no 3-4, p. 75-92Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att belysa hur barns samspel och subjektpositionering vid datorn relaterar till själva datorspelandet, och vilket agentskap datorspelet kan tillskrivas i förhållande till barns samspel. Med inspiration från posthumanistisk teoribildning betraktar jag här både datorspel och barn som agentiska. Genom detaljerade analyser av ett par barns datorspelande visar jag att aktivitet pågår hela tiden, inte bara mellan barnen, utan också mellan spelet och barnen. Analysen visar hur barnens samspel initieras av datorspelet och hur de för in erfarenheter från sin omvärld för att stärka sin argumentation och sina positioner. Barnen rör sig på så vis mellan olika diskurser som förekommer både utanför och inom förskolan och i datorspelet, och deras

  • 12.
    Björk-Willén, Polly
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Jag vill sitta med dig.2009In: Den väsentliga vardagen.: Några diskursanalytiska perspektiv på tal, text och bild. / [ed] Anna Sparrman; Jakob Cromdal;& Ann-Carita Evaldsson, Stockholm: Carlssons , 2009, 1, p. 335-Chapter in book (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för  professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 13.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Lära och leka med flera språk. Socialt samspel i flerspråkig förskola2007In: Invandrare och Minoriteter, no 3, p. 13-16Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Björk-Willén, Polly
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lära och leka med flera språk: Socialt samspel i flerspråkig förskola2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present thesis investigates children’s social interaction and participation in a multilingual preschool context. More specifically, it explores the children’s language use in combination and coordination with other semiotic resources in play and instructional activities, and also how these resources bring about participation in the daily activities of the preschool. The data corpus consists of video recordings from two preschools, a smaller corpus from an Australian preschool and a larger corpus from a Swedish preschool setting. The theoretical framework of the thesis is influenced by ethnomethodological perspective on social action, and conversation analysis (CA) has served as a tool for the analytical work, which includes detailed transcriptions and analyses.

    The findings are documented in three studies. The first study shows how children transform and explore interactional resources and educational routines when they enact previously experienced second language activities within ‘free play’. The second study explores interactional phenomena like ‘shadowing’ and different forms of language choice; resources that children use in combination with non-vocal moves to gain and sustain participation in peer play. The third study identifies and discusses interactional trouble in educational activities in terms of the teachers’ elaboration of some routine features of these activities, resulting in a mismatch between the teachers’ local aims and the children’s projections of relevant next actions.

    As a whole, children’s social interaction is treated in terms of practical and local concern, where language is one of several semiotic resources for children’s participation in everyday preschool activities. Accordingly, studies of children’s language use demonstrate interactional routines that organise children’s socialisation and language learning.

    List of papers
    1. When education seeps into 'free play': How preschool children accomplish multilingual education
    Open this publication in new window or tab >>When education seeps into 'free play': How preschool children accomplish multilingual education
    2009 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1493-1518Article in journal (Refereed) Published
    Abstract [en]

    In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

    Keywords
    Children's play; Conversation analysis; Ethnomethodology; Instructional settings; Learning; Participation; Social interaction
    National Category
    Specific Languages Other Social Sciences not elsewhere specified Sociology Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-19054 (URN)10.1016/j.pragma.2007.06.006 (DOI)
    Available from: 2009-06-10 Created: 2009-06-10 Last updated: 2018-01-13Bibliographically approved
    2. Participation in multilingual preschool play: Shadowing and crossing as interactional resources
    Open this publication in new window or tab >>Participation in multilingual preschool play: Shadowing and crossing as interactional resources
    2007 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, no 12, p. 2133-2158Article in journal (Refereed) Published
    Abstract [en]

    The present paper explores how children participate in peer play activities in a multilingual preschool setting. Participation is understood as a practical achievement in social interaction. Through in-depth analyses of video recordings of peer play, the study demonstrates how the children artfully exploit a range of multimodal resources in play activities. Of special interest are: the children's coordination of nonvocal actions with talk, and: how such complex action types are produced to accomplish and sustain participation in multi-party play. The analyses highlight two interactional phenomena of interest for our understanding of the children's conduct, namely 'shadowing' and 'crossing'. Shadowing refers to the carefully tailored delivery of an action, which repeats an immediately preceding move of another participant. Crossing (Rampton, 1995) relates to a specific instance of language alternation, through which participants align with and make use of their interlocutors' linguistic and ethnic backgrounds. It is shown how these different types of verbal as well as nonvocal resources are intertwined, sequentially organized and collaboratively deployed in children's construction of locally accountable actions. © 2007 Elsevier B.V. All rights reserved.

    Keywords
    Code-switching, Conversation analysis, Crossing, Language alternation, Nonvocal action, Preschool children, Shadowing, Social interaction
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-47421 (URN)10.1016/j.pragma.2007.05.010 (DOI)
    Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2017-12-13
    3. Routine Trouble: How Preschool Children Participate in Multilingual Instruction
    Open this publication in new window or tab >>Routine Trouble: How Preschool Children Participate in Multilingual Instruction
    2008 (English)In: APPLIED LINGUISTICS, ISSN 0142-6001, Vol. 29, no 4, p. 555-577Article in journal (Refereed) Published
    Abstract [en]

    This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16230 (URN)10.1093/applin/amm051 (DOI)
    Available from: 2009-01-12 Created: 2009-01-09 Last updated: 2015-05-05
  • 15.
    Björk-Willén, Polly
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Participation in multilingual preschool play: Shadowing and crossing as interactional resources2007In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, no 12, p. 2133-2158Article in journal (Refereed)
    Abstract [en]

    The present paper explores how children participate in peer play activities in a multilingual preschool setting. Participation is understood as a practical achievement in social interaction. Through in-depth analyses of video recordings of peer play, the study demonstrates how the children artfully exploit a range of multimodal resources in play activities. Of special interest are: the children's coordination of nonvocal actions with talk, and: how such complex action types are produced to accomplish and sustain participation in multi-party play. The analyses highlight two interactional phenomena of interest for our understanding of the children's conduct, namely 'shadowing' and 'crossing'. Shadowing refers to the carefully tailored delivery of an action, which repeats an immediately preceding move of another participant. Crossing (Rampton, 1995) relates to a specific instance of language alternation, through which participants align with and make use of their interlocutors' linguistic and ethnic backgrounds. It is shown how these different types of verbal as well as nonvocal resources are intertwined, sequentially organized and collaboratively deployed in children's construction of locally accountable actions. © 2007 Elsevier B.V. All rights reserved.

  • 16.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Preschool children as learners in a multicultural environment2004In: Second International Symposium on Bilingualism: Bilingualism and educationfrom the family to the school,2002, Vigo, Galicia-Spain: Servizo de Publicacións da Universidade de Vigo , 2004, p. 195-205Conference paper (Other academic)
    Abstract [en]

    In many western countries, pre-school are the first place where immigrant children really get in touch with the majority language (in this case Swedish) and therefore a place where they begin to develop a bilingual or multilingual identity. This presentation will focus on immigrant children-s interaction in play and other informal events. However rather than viewing the individual children as, in the first place, second language learners, I will focus on the use and construction of socially distributed knowledge in a bilingual preschool setting. How do we understand the learning process in a bilingual environment, and how do bilingual children use their language resources in social interaction? The bilingual children in the present study are aged three to five, with Swedish as their second or third language. In-depth analyses of situated -classroom- interaction explicate participants- methods for accomplishing pedagogic activities, that is, their ways of exploiting and reflexively producing contexts for learning. The results are discussed from a discourse psychological perspective on learning, highlighting the collaborative aspects of children-s learning and social development. On this view, children are seen as competent constructers of the social and cultural order. It is finally argued that language has a central role in educational studies because analysis of language use is the analysis of the active production of social organisation.

  • 17.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Samtal i förskolans tambur: på skilda villkor2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, p. 91-115Chapter in book (Other academic)
  • 18.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Är flerspråkiga förskolebarn i behov av särskilt stöd?2014In: Med sikte på förskolan: barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur AB, 2014, 2, p. 85-102Chapter in book (Other academic)
    Abstract [sv]

    Denna bok presenterar och beskriver det specialpedagogiska området så som det gestaltar sig i förskolan och fördjupar förståelsen och kunskapen om förskolebarn i behov av särskilt stöd. Boken behandlar olika områden som har sin ut-gångspunkt i studier som författarna genomfört i samverkan med lärare i förskolan, andra professionella och föräldrar. Med hjälp av tankeväckande beskrivningar sammanflätas skildringar av barnens, familjens, förskolans och andra pro-fessionella experters vardag med ett teoretiskt tänkande. Boken inleds med en introduktion kring det specialpedagogiska fältet. Därefter följer tretton kapitel om bl.a.: o   pedagogiskt stöd och pedagogiska metoder o   språkutveckling och flerspråkighet o   bokstavsbarn o   rörelsehinder och utvecklingsstörning o   social kompetens, engagemang och delaktighet o   föräldrasamverkan o   ICF-CY Boken vänder sig till blivande lärare i förskolan, speciallärare och specialpedagoger. Den bör också läsas av alla som arbetar i förskolan och som möter barn i behov av stöd samt politiker och kommunala skoladministratörer.

  • 19.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Är flerspråkiga förskolebarn i behov av särskilt stöd?2009In: Med sikte på förskolan: barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur, 2009, 1, p. 75-91Chapter in book (Other academic)
    Abstract [sv]

    Denna bok presenterar och beskriver det specialpedagogiska området så som det gestaltar sig i förskolan och fördjupar förståelsen och kunskapen om förskolebarn i behov av särskilt stöd. Boken behandlar olika områden som har sin ut-gångspunkt i studier som författarna genomfört i samverkan med lärare i förskolan, andra professionella och föräldrar. Med hjälp av tankeväckande beskrivningar sammanflätas skildringar av barnens, familjens, förskolans och andra pro-fessionella experters vardag med ett teoretiskt tänkande. Boken inleds med en introduktion kring det specialpedagogiska fältet. Därefter följer tretton kapitel om bl.a.: o   pedagogiskt stöd och pedagogiska metoder o   språkutveckling och flerspråkighet o   bokstavsbarn o   rörelsehinder och utvecklingsstörning o   social kompetens, engagemang och delaktighet o   föräldrasamverkan o   ICF-CY Boken vänder sig till blivande lärare i förskolan, speciallärare och specialpedagoger. Den bör också läsas av alla som arbetar i förskolan och som möter barn i behov av stöd samt politiker och kommunala skoladministratörer.

  • 20.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Aronsson, Karin
    Stockholm University, Sweden.
    Preschoolers "Animation" of Computer Games2014In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 21, no 4, p. 318-336Article in journal (Refereed)
    Abstract [en]

    Research on preschool childrens computer gaming often focuses on interview data or parental reports, leaving open the examination of childrens actual game activity. This study explores how preschool children actually engage in gaming and their degrees of play immersion. Classroom observations of Swedish preschool childrens gaming revealed their involvement in computer games took the forms of responding to characters through instructed actions, recycling the game characters talk, and engaging in dialogues with the game characters as if they were "real." These results are discussed in relation to previous research on childrens play, and their implications for future research and educational policy.

  • 21.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute.
    Cekaite, Asta
    Linköping University, The Tema Institute.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Skolpraktiker och kamratsamtal i förskola och skola: Om lärande som social praktik2003In: Språk och lärande ASLA,2002, Uppsala: ASLA/FUMS , 2003, p. 282-Conference paper (Refereed)
  • 22.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    When education seeps into 'free play': How preschool children accomplish multilingual education2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1493-1518Article in journal (Refereed)
    Abstract [en]

    In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

  • 23.
    Björk-Willén, Polly
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Gruber, Sabine
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Puskás, Tünde
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Förskolan som nationell välfärdsinstitution: perspektiv och begrepp2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, p. 11-23Chapter in book (Other academic)
  • 24.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gruber, SabineLinköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.Puskás, TündeLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Nationell förskola med mångkulturellt uppdrag2013Collection (editor) (Other academic)
    Abstract [sv]

    Nationell förskola med mångkulturellt uppdrag belyser hur personal, barn och föräldrar hanterar etnisk och språklig mångfald i förskolans praktik. Med hjälp av empiriska nedslag analyseras vardagliga händelser, aktiviteter och interaktioner. Situationer med bland annat lek, samtal och rekrytering tas upp och problematiseras. Boken behandlar också viktiga perspektiv och begrepp inom området och beskriver hur det mångkulturella uppdraget har förändrats över tid. Genom att fokusera på förskollärarnas arbete och de ideologiska och didaktiska dilemman som kan uppstå rörande barns flerspråkighet och integration vill författarna skapa reflektion och kritisk diskussion om förskolans uppdrag i ett mångkulturellt samhälle.Boken vänder sig framför allt till studerande vid förskollärarprogrammet och till anställda i förskolan, men är även av intresse för tjänstemän och politiker med ansvar för förskolan.

  • 25.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Puskás, Tünde
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Flera språk i förskolan: teori och praktik2013Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskolepersonal i landets förskolor kommer i kontakt med allt fler barn och föräldrar som talar ett annat modersmål än svenska. Eftersom majoriteten av förskolepersonalen i första hand talar svenska uppstår många frågor och funderingar kring hur man ska kunna följa läroplanens direktiv. Enligt förskolans läroplan ska förskolan sträva efter att varje barn som har ett annat modersmål än svenska utvecklar sin förmåga att kommunicera både på svenska och på modersmålet. Dessutom säger skollagen att förskolan ska medverka till att barn med annat modersmål än svenska får möjlighet att utveckla både det svenska språket och sitt modersmål.

    Det här stödmaterialet handlar om språkutveckling och språkande i förskolor där barn talar två eller flera språk till vardags. Syftet med materialet är emellertid inte att ge några färdiga metoder, eftersom det inte finns några enkla svar på frågan hur man ska stödja barns tvåspråkiga eller flerspråkiga utveckling i förskolan. Avsikten är snarare att diskutera hur barns flerspråkiga utveckling kan främjas i förskolan. Ökad kunskap om språkutveckling och språkanvändning kan dessutom ge förskolepersonal redskap för det fortsatta arbetet med barns språkande. Varje förskola är unik i sin sammansättning av vuxna och barn, och därför är det viktigt att varje arbetslag arbetar utifrån sina särskilda förutsättningar.

    Stödmaterialet tar avstamp i läroplanens språkutvecklingsrelaterade mål, men gör inget anspråk på att vara allomfattande. Materialet lyfter däremot olika aspekter av hur förskolan kan uppmärksamma, stödja och uppmuntra barns flerspråkiga utveckling. Samtidigt poängteras särskilt, eftersom förskolan huvudsakligen är en svenskspråkig domän, att det är viktigt att förskolepersonalen har kunskaper om såväl flerspråkighet i allmänhet som barns andraspråksutveckling i synnerhet för att kunna skapa en stimulerande språkmiljö.

  • 26.
    Bylund, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education2015In: Early Years Second Language Education: International perspectives on theory and practice / [ed] Sandie Mourão and Mónica Lourenco, Abingdon och New York: Routledge, 2015, 1, p. 78-92Chapter in book (Other academic)
  • 27.
    Cekaite, Asta
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Lena
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Känslouttryck och samspel i flerspråkiga miljöer: Om affekt som social praktik2004In: Ett vardagsliv med flera språk / [ed] Jakob Cromdal och Ann-Carita Evaldsson, Stockholm: Liber , 2004, 1, p. 130-152Chapter in book (Other academic)
    Abstract [sv]

    Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften

  • 28.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use2013In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, no 2SI, p. 174-188Article in journal (Refereed)
    Abstract [en]

    The present study explores peer group interactions in early multilingual educational settings, specifically focusing on children's language-related episodes. Highlighting the multifaceted work of these interactional practices, it demonstrates in detail how children's corrective actions, targeting, assessing and criticizing of the other's language use were utilized in building the peer group identities and relations, while simultaneously indexing local norms for conduct and language use. Designed as outright disagreements with the prior speaker, corrections highlighted the contrast between the recipient's error and the speaker's remedy and entailed (a) the disagreement with the prior speaker (e.g. linguistic polarity marker 'no'), (b) the explicit identification of the trouble source ('this is not x') and (c) the instruction as to the correct replacement ('this is x'). Similarly, word searches in the peer group were resolved so as to index the asymmetry in knowledge between the peers. In the production of corrections, the children displayed and recognized the relevance of appropriate use of the lingua franca (e.g. Swedish) as part of their situated production of local social order. Language expertise was an issue for negotiations and redefinitions in multilingual peer group's interactions and was one of the factors organizing social relations in multilingual educational settings.

  • 29.
    Gruber, Sabine
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, PollyLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.Puskas, TündeLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Nationell förskola med mångkulturellt uppdrag2013Collection (editor) (Other academic)
    Abstract [sv]

    Nationell förskola med mångkulturellt uppdrag belyser hur personal, barn och föräldrar hanterar etnisk och språklig mångfald i förskolans praktik. Med hjälp av empiriska nedslag analyseras vardagliga händelser, aktiviteter och interaktioner. Situationer med bland annat lek, samtal och rekrytering tas upp och problematiseras. Boken behandlar också viktiga perspektiv och begrepp inom området och beskriver hur det mångkulturella uppdraget har förändrats över tid. Genom att fokusera på förskollärarnas arbete och de ideologiska och didaktiska dilemman som kan uppstå rörande barns flerspråkighet och integration vill författarna skapa reflektion och kritisk diskussion om förskolans uppdrag i ett mångkulturellt samhälle.Boken vänder sig framför allt till studerande vid förskollärarprogrammet och till anställda i förskolan, men är även av intresse för tjänstemän och politiker med ansvar för förskolan

  • 30.
    Nilsson, Stefan
    et al.
    Boras University, Sweden.
    Bjorkman, Berit
    Jonköping University, Sweden.
    Almqvist, Anna-Lena
    Malardalen University, Sweden.
    Almqvist, Lena
    Malardalen University, Sweden.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Donohue, Dana
    University of Pretoria, South Africa.
    Enskar, Karin
    Jonköping University, Sweden; University of Skovde, Sweden.
    Granlund, Mats
    Jonköping University, Sweden.
    Huus, Karina
    Jonköping University, Sweden.
    Hvit, Sara
    Jonköping University, Sweden.
    Childrens voices - Differentiating a child perspective from a childs perspective2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed)
    Abstract [en]

    Objective: The aim of this paper was to discuss differences between having a child perspective and taking the childs perspective based on the problem being investigated. Methods: Conceptual paper based on narrative review. Results: The childs perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the childs perspective in conjunction with the need to know childrens opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adults view of children to solely the perspective of children themselves. Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, childrens capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand childrens opinions. Conclusion: The examples provided indicate that childrens opinions can be regarded in most research, although to different degrees.

1 - 30 of 30
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