Helena Colliander
Biographic Data
| ID | 4244723 |
|---|---|
| NAME | Helena Colliander |
| GIVEN NAMES | Helena |
| FAMILY NAME | Colliander |
| SIGNATURE | COLLIANDER H |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0001-8475-9572 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Searching for predictors of presence, academic achievement and satisfaction in online adult education
Little attention has been paid to adults pursuing online education at the upper secondary level. The aim of this article is to identify and describe predictors of presence, academic achievement, and satisfaction in online upper secondary education for adults. The study is grounded in the Community of Inquiry (CoI) framework, which is based on three types of presence: teaching presence (TP), social presence (SP), and cognitive presence (CP). A sur…
Language as a Key to Society? Perceptions of Language, Belonging, and Responsibility among Migrants in Sweden
In Sweden, as elsewhere, migrants' language knowledge has become a debated topic and a cornerstone in restrictive migration policies. In this paper, we investigate how the metaphor 'language as a key' to society is used by migrant language learners and how it relates to the participants' experiences of learning Swedish. The study draws on interviews with 174 migrants enrolled in three different state-subsidized language educational contexts provi…
Teachers’ approaches to social inclusion in second language teaching for adult migrants
Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews wi…
Adult Migrants’ Endeavours for a Life as Included
In many European countries, Sweden included, social inclusion of adult migrants has come to mean second language learning and labour market establishment. This understanding of social inclusion has been problematised by previous research as it reinforces a deficit discourse where migrants are depicted as lacking skills or incentives, and social inclusion is seen merely as a matter of adjusting to society. This study aims to examine migrants’ posi…
Building bridges and strengthening positions
This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers’ membership of different work-related communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The st…
The re-emergence of Suggestopedia
Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers a…
Being transformed and transforming oneself in a time of change
This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher’s professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The resu…
Actions and Conceptions
Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with learners of initial literacy and second language. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the studen…
The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
Language as a Key to Society? Perceptions of Language, Belonging, and Responsibility among Migrants in Sweden
In Sweden, as elsewhere, migrants' language knowledge has become a debated topic and a cornerstone in restrictive migration policies. In this paper, we investigate how the metaphor 'language as a key' to society is used by migrant language learners and how it relates to the participants' experiences of learning Swedish. The study draws on interviews with 174 migrants enrolled in three different state-subsidized language educational contexts provi…
Being transformed and transforming oneself in a time of change
This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher’s professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The resu…
Adult Migrants’ Endeavours for a Life as Included
In many European countries, Sweden included, social inclusion of adult migrants has come to mean second language learning and labour market establishment. This understanding of social inclusion has been problematised by previous research as it reinforces a deficit discourse where migrants are depicted as lacking skills or incentives, and social inclusion is seen merely as a matter of adjusting to society. This study aims to examine migrants’ posi…
The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
Actions and Conceptions
Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with learners of initial literacy and second language. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the studen…
Being transformed and transforming oneself in a time of change
This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher’s professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The resu…
Building bridges and strengthening positions
This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers’ membership of different work-related communities means for their professional identity and what capital the teachers use, negotiate and acquire to strengthen their positions in this professional field. The st…
The re-emergence of Suggestopedia
Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers a…
Teachers’ approaches to social inclusion in second language teaching for adult migrants
Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews wi…
Adult Migrants’ Endeavours for a Life as Included
In many European countries, Sweden included, social inclusion of adult migrants has come to mean second language learning and labour market establishment. This understanding of social inclusion has been problematised by previous research as it reinforces a deficit discourse where migrants are depicted as lacking skills or incentives, and social inclusion is seen merely as a matter of adjusting to society. This study aims to examine migrants’ posi…
Language as a Key to Society? Perceptions of Language, Belonging, and Responsibility among Migrants in Sweden
In Sweden, as elsewhere, migrants' language knowledge has become a debated topic and a cornerstone in restrictive migration policies. In this paper, we investigate how the metaphor 'language as a key' to society is used by migrant language learners and how it relates to the participants' experiences of learning Swedish. The study draws on interviews with 174 migrants enrolled in three different state-subsidized language educational contexts provi…
Searching for predictors of presence, academic achievement and satisfaction in online adult education
Little attention has been paid to adults pursuing online education at the upper secondary level. The aim of this article is to identify and describe predictors of presence, academic achievement, and satisfaction in online upper secondary education for adults. The study is grounded in the Community of Inquiry (CoI) framework, which is based on three types of presence: teaching presence (TP), social presence (SP), and cognitive presence (CP). A sur…
Psychology (8 works) · Sociology (8 works) · Pedagogy (6 works) · Linguistics (4 works) · Mathematics education (4 works) · Political science (4 works) · Second Language Learning and Teaching (4 works) · EFL/ESL Teaching and Learning (3 works) · Global Education and Multiculturalism (3 works) · Identity (music (3 works)