Annika Norlund Shaswar
Biographic Data
| ID | 4621473 |
|---|---|
| NAME | Annika Norlund Shaswar |
| GIVEN NAMES | Annika Norlund |
| FAMILY NAME | Shaswar |
| SIGNATURE | SHASWAR A N |
| AFFILIATIONS | Umeå University |
| ORCID | 0000-0001-9353-2249 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
English Is Not Really a Subject: Language Ideologies and Language Learning in an Introduction Program
This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to conseq…
Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: Social justice and ethics of care
This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers' interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and …
Discourses on language teaching, language learning and linguistic diversity in teacher education: The case of English in Iraqi Kurdistan
In this study, we investigate linguistic diversity in teacher education in the Kurdistan Region of Iraq, a setting where discourses on emigration and re-emigration are strong. The aim is to explore social discourses on linguistic diversity as constructed in teacher training programmes for teaching English to primary and secondary school pupils, in course descriptions at two universities, and the implications of these discourses for the suggested …
Interaction and meaning making in basic adult education for immigrants the case of Swedish for immigrants in Sweden (SFI)
In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and…
Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility
International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated a…
Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through t…
Interaction and meaning making in basic adult education for immigrants the case of Swedish for immigrants in Sweden (SFI)
In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and…
Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility
International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated a…
Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through t…
English Is Not Really a Subject: Language Ideologies and Language Learning in an Introduction Program
This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to conseq…
Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through t…
Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility
International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated a…
Discourses on language teaching, language learning and linguistic diversity in teacher education: The case of English in Iraqi Kurdistan
In this study, we investigate linguistic diversity in teacher education in the Kurdistan Region of Iraq, a setting where discourses on emigration and re-emigration are strong. The aim is to explore social discourses on linguistic diversity as constructed in teacher training programmes for teaching English to primary and secondary school pupils, in course descriptions at two universities, and the implications of these discourses for the suggested …
Interaction and meaning making in basic adult education for immigrants the case of Swedish for immigrants in Sweden (SFI)
In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and…
Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: Social justice and ethics of care
This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers' interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and …
English Is Not Really a Subject: Language Ideologies and Language Learning in an Introduction Program
This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to conseq…
Multilingual Education and Policy (6 works) · Sociology (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (3 works) · Computer Science (2 works) · Cultural diversity (2 works)