Robert Walldén
Datos Biográficos
| ID | 6326340 |
|---|---|
| NOMBRE | Robert Walldén |
| NOMBRES | Robert |
| APELLIDO | Walldén |
| FIRMA | WALLDÉN R |
| AFILIACIONES | Malmö University |
| ORCID | 0000-0002-2565-8875 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education
Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development…
Vocational Swedish for adult learners with limited educational background
This study investigates a vocational Swedish orientation course within the Swedish for Immigrants (SFI) program, targeting adult learners with limited prior formal education and emergent literacy. Using the Continua of Biliteracy framework, the research analyzes classroom activities and study visits to explore dimensions of multilingual literacy and associated pedagogical challenges. Data collection included classroom observations, transcriptions…
Prompting story elements in first grade
Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teacher…
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analys…
Revamping Mrs. Piggle-Wiggle in Classroom Practice
In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick) , and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share o…
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspec…
Adult migrants’ voices about learning and using Swedish at work placements in basic language education
The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concept…
How supervisors provide and students react to EAL thesis supervision
Introduction Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regardi…
Graphical models for narrative texts
This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Ed…
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approac…
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher-student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources …
Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information
Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the…
Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies
Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social se…
Interconnected literacy practices
Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussion…
“It was that Trolle thing” Negotiating history in Grade 6
A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ engagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using discourse analysis informed by systemic-functional ling…
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Interconnected literacy practices
Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussion…
“It was that Trolle thing” Negotiating history in Grade 6
A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ engagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using discourse analysis informed by systemic-functional ling…
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher-student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources …
Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information
Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the…
Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies
Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social se…
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approac…
How supervisors provide and students react to EAL thesis supervision
Introduction Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regardi…
Graphical models for narrative texts
This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Ed…
Prompting story elements in first grade
Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teacher…
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analys…
Revamping Mrs. Piggle-Wiggle in Classroom Practice
In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick) , and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share o…
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspec…
Adult migrants’ voices about learning and using Swedish at work placements in basic language education
The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concept…
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education
Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development…
Vocational Swedish for adult learners with limited educational background
This study investigates a vocational Swedish orientation course within the Swedish for Immigrants (SFI) program, targeting adult learners with limited prior formal education and emergent literacy. Using the Continua of Biliteracy framework, the research analyzes classroom activities and study visits to explore dimensions of multilingual literacy and associated pedagogical challenges. Data collection included classroom observations, transcriptions…
Psychology (14 obras) · Sociology (12 obras) · Linguistics (10 obras) · Mathematics education (10 obras) · Pedagogy (9 obras) · Computer Science (8 obras) · Second Language Learning and Teaching (8 obras) · Social science (8 obras) · Literacy (7 obras) · Educator Training and Historical Pedagogy (5 obras)