Oliver St John
Biographic Data
| ID | 4485811 |
|---|---|
| NAME | Oliver St John |
| GIVEN NAMES | Oliver St |
| FAMILY NAME | John |
| SIGNATURE | JOHN O S |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-1730-5463 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Social Inclusion Through Multilingual Assistants in Additional Language Learning
The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to suppo…
Between question and answer
In Sweden, tutoring in the mother tongue is a form of special educational support to enable pupils with non-Swedish language backgrounds to follow Swedish medium instruction and succeed at school. For pupils who risk failing to meet minimal curricular requirements, it is an educational right. This study investigates tutor-mediated interaction with Somali newly arrived pupils and subject teachers in oral examinations at the ninth year and asks how…
Crafting Instructions Collaboratively
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Bilingual lexical interillumination in the foreign language classroom
Foreign language (FL) education has been marked by a monolingual principle that has favoured ‘intralingual’ methodologies. Bakhtin's view of language interillumination – that languages throw light on each other – challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of interactional sequences from one eighth-grade French lesson for evidence of reciprocal lexical elucidation. …
The Ending of the Words - Magical Philosophy of Aleister Crowley
Crafting Instructions Collaboratively
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Bilingual lexical interillumination in the foreign language classroom
Foreign language (FL) education has been marked by a monolingual principle that has favoured ‘intralingual’ methodologies. Bakhtin's view of language interillumination – that languages throw light on each other – challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of interactional sequences from one eighth-grade French lesson for evidence of reciprocal lexical elucidation. …
The Ending of the Words - Magical Philosophy of Aleister Crowley
Bilingual lexical interillumination in the foreign language classroom
Foreign language (FL) education has been marked by a monolingual principle that has favoured ‘intralingual’ methodologies. Bakhtin's view of language interillumination – that languages throw light on each other – challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of interactional sequences from one eighth-grade French lesson for evidence of reciprocal lexical elucidation. …
Crafting Instructions Collaboratively
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Between question and answer
In Sweden, tutoring in the mother tongue is a form of special educational support to enable pupils with non-Swedish language backgrounds to follow Swedish medium instruction and succeed at school. For pupils who risk failing to meet minimal curricular requirements, it is an educational right. This study investigates tutor-mediated interaction with Somali newly arrived pupils and subject teachers in oral examinations at the ninth year and asks how…
Social Inclusion Through Multilingual Assistants in Additional Language Learning
The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to suppo…
EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Multilingualism (3 works) · Pedagogy (3 works) · Dialogic (2 works) · Language, Discourse, Communication Strategies (2 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works)