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  • 1.
    Bylund, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stenliden, Linnéa
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Closer to the senses in post-pandemic teacher training – Reclaiming the body in online educational encounters2023In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed)
    Abstract [en]

    This study qualitatively examines synchronous online encounters in Swedish teacher education, learning from the distance and hybrid mode triggered by the Covid-19 pandemic, conceptualized as emergency remote teaching. The separation of bodies in such online teacher education challenges participants’ sensory involvement and how they can be “present” to one another. The aim of this study is to scrutinize body-sensory dimensions of presence to enlighten online encounters in teacher training in circumstances of emergency remote teaching, as well as in contemporary and future online teacher education, generally. Online encounters were documented by video recordings during online seminars and lectures, and by diary entries and focus groups with eight teacher educators and their students. With inspiration from a posthumanist problematization of communication and post-qualitative methodology, the analytical process puts the concepts alterity and attunement to work with the data. Results show that online teaching encounters provides an altered body-sensory situation to which participants sensorily attune in different ways, bringing both positive, and troublesome affects. Different sensory attunements further involve exploiting some body-sensory dimensions (i.e. vision) when others are concealed. When performing teacher training of all levels through emergency remote teaching/online teacher education, awareness of how the material setting of online encounters affects the body and thus the didactic conditions for building meaningful relationships in the study environment, is important. Since the lived body has a key role in teachers’ professional becoming, the study suggests a critical, creative consideration of its full sensory, along with further, qualitative expansion of online teacher education.

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  • 2.
    Martín Bylund, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stenliden, Linnéa
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Closer to far away: transcending the spatial in transnational families’ online video calling2022In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 43, no 7, p. 587-599Article in journal (Refereed)
    Abstract [en]

    This paper studies how transnational children and their distantly locatedbut emotionally close family members recreate their relationship usingapplications for online video calling. The focus is on the interaction ofbodies and language, and if/how proximity of any kind is enabled. Acritical posthumanist applied linguistics is embraced and communicationis viewed as a bodily coordination ocurring in real time. This includes amaterial and dynamic view of language in constant transformation.Video captures are produced with three transnational, multilingualfamilies in China and their adult relatives residing abroad (Europe).Moment analysis informs the processing of data. The analysis includesmultipart semiotic assemblages of critical/creative moments and appliesthe Deleuzian concept of sense. The results suggest, the multi-localanalogue/digital situation in online calling transcends conventionallyimagined spatial ‘boundaries’. Furthermore, a bodily, multisensoryproximity emerge as simultaneously critical to and created by thistranscending spatiality. Multi-local communicative practices shed lighton the multiple, material and semiotic components of the humansenses, and how a rational understanding of proximity might be twisted.Proximity constantly emerges ‘in new copies’ transcending the far awayand close.

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  • 3.
    Zotevska, Emilia
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bylund, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    How to do things with food: The rules and roles of mealtime things in everyday family dinners2022In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 36, no 5, p. 857-876, article id e12543Article in journal (Refereed)
    Abstract [en]

    This study examines the local enactment of mealtime rules during everyday family dinners. The data is approached through multimodal interaction analysis and through concepts which reconceptualize materiality and agency. The study found that mealtime rules were generated and sometimes sustained in the continuous interaction between parents, children and food and mealtime things, especially in relation to material textures, for example liquid, solid, can roll, elastic. Family mealtime rules moreover affected how family morality emerged. The study found that family morality was about much more than parental concerns with childrens eating, rather, it was likewise about play and enjoyment.

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  • 4.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Martín Bylund, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Landkvist, Lena
    Motala kommun.
    Ekström Lind, Linda
    Linköpings kommun.
    Kellgren Lundberg, Susanna
    Linköpings kommun.
    Stenmark, Hannes
    Motala kommun.
    Wilhelmsson, Cornelia
    Linköpings kommun.
    Lärares (digitala) kompetens före, under och efter covid-19: Skärvor av förståelse från skolor i Sverige2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 1, p. 9-28Article in journal (Refereed)
    Abstract [en]

    This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the Covid-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitized circumstances by reading these through the lens of ordinary, to greater extent analogically organized schooling. The study is inspired by action research and data is collected in schools by five secondary and upper secondary teachers between March 19 and April 2, 2020. The analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness. Employing different dimensions of knowledge in terms of intellectus and ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalization and its knowledge in society.

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  • 5.
    Ekström Lind, Linda
    et al.
    Linköpinsgs kommun, Folkungaskolan.
    Bylund, Anna
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Stenliden, Linnéa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Covid-19 i svenska skolor synliggör sårbarhetens potential i lärares praktik2020In: Atena didaktik, ISSN 2003-3486Article in journal (Other academic)
    Abstract [sv]

    När covid-19-pandemin skakar utbildningssystemet i grundvalarna angrips inte bara elever och lärare utan också de pågående processer som skapas i utbildningens relationella spänningsfält. Syftet med denna text är att belysa lärares förmåga att ta in och agera i den unika fysiska och digitala kontext som uppstår. Studien genomfördes mellan 19 mars och 19 april 2020. Genom dagboksanteckningar och reflektionsnoteringar dokumenterade fem svensklärare sin skolvardag under denna tid. Med hjälp av begreppet respons- och ansvarskapabel pedagogik analyseras de förändrade processerna och lärares agerande. Studien visar att de komplexa händelserna aktiverar lärares känslighet för sina inneboende förmågor och sin moraliska kompass. Med andra ord, de sociala, politiska och materiella relationer som uppstår påverkar lärares etisk-politiska praktik. Det blir än mer centralt att vara uppmärksam, nyfiken och agera ansvarsfullt. En sådan respons- och ansvarskapabel pedagogik förstärks alltså när den gängse lärarpraktiken delvis är satt ur spel. Avslutningsvis diskuteras hur undervisningen ska bedrivas framöver. Hur ska vi tänka när skolan fortsätter att innebära en turbulent tillvaro?

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  • 6.
    Stenliden, Linnéa
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Martín Bylund, Anna
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Landkvist, Lena
    Motala kommun.
    Ekström Lind, Linda
    Linköpings kommun.
    Kellgren Lundberg, Susanna
    Linköpings kommun.
    Stenmark, Hannes
    Motala kommun.
    Wilhelmsson,, Cornelia
    Linköpings kommun.
    Lärares digitala kompetens före, under och efter covid-19.2020Manuscript (preprint) (Other academic)
    Abstract [en]

    This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the Covid-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitizedcircumstancescompared to ordinary, to greater extent analogically organizedschooling. The study is inspired by action research where five secondary and upper secondary teachers document their work between March 19 and April 2020. Contrastive analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness.Employing different dimensions of knowledge in terms of intellectusand ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalizationand its knowledge in society.

  • 7.
    Martín Bylund, Anna
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Stenliden, Linnéa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    The "Heart" of Reading: The Entanglement of Human Body and Mind When Involved in Reading2020Conference paper (Refereed)
    Abstract [en]

    This study scrutinizes the emerging focus on physical activity correlated with academic achievement. The aim is to produce knowledge on the entanglement of human body and mind when involved in reading and to bridge theoretical-disciplinary gaps between cognitive and socio-cultural accounts of reading literacy. Based on a field test with 10-11-year-old primary students it engages a pragmatic problematization of the “body” in relation to reading literacy practices (Deleuze 1995). A micropolitical perspective is employed to map different articulations of ”heart”. Data indicates reading being differently experienced before/after pulse-pounding and in relation to types of reading activity. Critical/creative questions arise concerning the motoric/sensual body while in reading and the “pedestal status” of individual decoding skills, motivation/interest or an exercised brain.

  • 8.
    Bylund, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Andraspråk och andra språk i familjer2018In: Svenska som andraspråk i förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, Vol. sidorna 123-141, p. 123-141Chapter in book (Other academic)
  • 9.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Bylund, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Reimers, Eva
    Göteborgs universitet.
    Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.2018In: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 9, no 2, p. 22-37Article in journal (Refereed)
    Abstract [en]

    This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.

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  • 10.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The matter of silence in early childhood bilingual education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 4Article in journal (Refereed)
    Abstract [en]

    The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronosand Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.

  • 11.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Open issue2017In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

  • 12.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. Department of Social and Welfare Studies (ISV), Linköping University, Norrköping, Sweden.
    Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity2017In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 23p. 477-499Article in journal (Refereed)
    Abstract [en]

    What are the material-semiotic relationships between a language policy and a table game activity in a bilingual preschool? Using Actor-Network Theory (ANT), the aim of this article is to explore this question, working with both human and nonhuman aspects of the activity, symmetrically, at the same level. The game playing activity takes place at a bilingual, Spanish-Swedish preschool in Sweden, which adopts a 50-50 approach in daily interaction. In interplay with video recordings, field notes and Actor-Network Theory, four different actor-network scenes of the activity are produced. Children, teacher, game pieces, die, cards, linguistic and other elements are described in the same language, as well as symmetrically drawn together in material-semiotic relations. The results indicate that the activity revolves mainly around two different, multilayered, and sometimes conflicting interests: to play the game and to speak the right language. The article describes the interrelatedness between these interests and how bilingualism emerges, transforms and becomes temporarily different in the relations of the actor-network. The approach opens up new avenues for understanding different constructions of bilingualism not in terms of a flexible-separate dichotomy but as entangled with one another in material-semiotic relations, which may illuminate creative potentials in the relations of policy and practice rather than implementation.

  • 13. Order onlineBuy this publication >>
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.

    List of papers
    1. Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity
    Open this publication in new window or tab >>Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity
    2017 (English)In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 23p. 477-499Article in journal (Refereed) Published
    Abstract [en]

    What are the material-semiotic relationships between a language policy and a table game activity in a bilingual preschool? Using Actor-Network Theory (ANT), the aim of this article is to explore this question, working with both human and nonhuman aspects of the activity, symmetrically, at the same level. The game playing activity takes place at a bilingual, Spanish-Swedish preschool in Sweden, which adopts a 50-50 approach in daily interaction. In interplay with video recordings, field notes and Actor-Network Theory, four different actor-network scenes of the activity are produced. Children, teacher, game pieces, die, cards, linguistic and other elements are described in the same language, as well as symmetrically drawn together in material-semiotic relations. The results indicate that the activity revolves mainly around two different, multilayered, and sometimes conflicting interests: to play the game and to speak the right language. The article describes the interrelatedness between these interests and how bilingualism emerges, transforms and becomes temporarily different in the relations of the actor-network. The approach opens up new avenues for understanding different constructions of bilingualism not in terms of a flexible-separate dichotomy but as entangled with one another in material-semiotic relations, which may illuminate creative potentials in the relations of policy and practice rather than implementation.

    Place, publisher, year, edition, pages
    Berlin: Mouton de Gruyter, 2017. p. 23
    Keywords
    language policy, bilingualism, flexible-separate, Actor-Network Theory (ANT), material-semiotic, human and nonhuman, early childhood education
    National Category
    Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-139851 (URN)10.1515/multi-2016-0021 (DOI)000412873300006 ()2-s2.0-85026677165 (Scopus ID)
    Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2020-06-05Bibliographically approved
    2. Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
    Open this publication in new window or tab >>Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
    2015 (English)In: 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)
    Place, publisher, year, edition, pages
    Abingdon och New York: Routledge, 2015 Edition: 1
    Series
    Routledge research in early childhood education
    Keywords
    multilingualism, preschool, literacy, Multiple Literacies Theory
    National Category
    Sociology
    Identifiers
    urn:nbn:se:liu:diva-117976 (URN)978-0-415-70527-1 (ISBN)978-1-315-88994-8 (ISBN)
    Projects
    Språkpolicy i flerspråkiga förskolor och familjer: institutionella och vardagliga praktiker
    Funder
    Swedish Research Council, 721-2011-5842
    Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2017-08-17
    3. The matter of silence in early childhood bilingual education
    Open this publication in new window or tab >>The matter of silence in early childhood bilingual education
    2018 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 4Article in journal (Refereed) Published
    Abstract [en]

    The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronosand Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.

    Place, publisher, year, edition, pages
    Abington: Routledge, 2018
    Keywords
    Silence and bilingualism, Deleuze, Chronos and Aion, different dimensions of language
    National Category
    General Language Studies and Linguistics Specific Languages Pedagogy Pedagogical Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
    Identifiers
    urn:nbn:se:liu:diva-139852 (URN)10.1080/00131857.2017.1361820 (DOI)000427698300004 ()2-s2.0-85026892648 (Scopus ID)
    Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2019-12-04Bibliographically approved
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  • 14.
    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)
  • 15.
    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.

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  • 16.
    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)
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