Jenny Rosen
Biographic Data
| ID | 5571637 |
|---|---|
| NAME | Jenny Rosen |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Rosen |
| SIGNATURE | ROSEN J |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0001-7937-3325 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Challenging Epistemic Injustices in Swedish Adult Education as Ethical Issues
Based on a longitudinal study comprising two consecutive action-based and linguistic-ethnographic projects in Swedish adult education offered to students labeled as intellectually disabled, this paper examines how teachers in these programs challenged structural injustices. Guided by Nikolaidis’ (2023) theorizing of structural epistemic injustice in education, we show how two teachers challenged diminishing educational opportunities, limited less…
“And then what?”
Drawing from linguistic ethnographic data in what is referred to as accommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/or intellectual disability, we here focus on the latter category of learners, and their teacher, in one Swedish language learning group. We analyze and discuss their work with storytelling, which we relate to a crip linguistics approach, forming a s…
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is unde…
Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults
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 …
Introduction to the special issue on translanguaging in the age of mobility
This special issue offers different perspectives on translanguaging in an age of increased and shifting modes of mobility in diverse European contexts. Linguistic diversity has long been at the heart of European Union policies (e.g., Charter of Fundamental Rights of the European Union 2012); however, the surge of migration in Europe in recent years has resulted in new opportunities and challenges across public institutions, including schools as w…
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…
Spaces for translanguaging in mother tongue tuition
The aim of this article is to generate knowledge about an MTT classroom in a Swedish elementary school and how MTT is positioned as a safe space for translanguaging. By studying a school context as a potential translanguaging space, our focus is mainly on two dimensions of space: the physical, including the material space of MTT, and the social, including safe spaces in MTT. The material is mainly from one selected Kurdish MTT classroom, in the f…
Imagining the homeland
In this article images of and narratives about a specific homeland, heritage and culture in Mother Tongue Tuition (MTT) in Sweden are analyzed in order to discuss if and how the MTT classroom is constructed as a transnational space. In the Swedish context, MTT is a voluntary school subject with the aim to support students to develop knowledge in and about the mother tongue, namely languages other than Swedish used in the home setting. Through a m…
Same but different. Negotiating diversity in Swedish pre-school teacher training
Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students …
New Perspectives on Translanguaging and Education
Shifting identity positions in the development of language education for immigrants
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what,…
Shifting identity positions in the development of language education for immigrants
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what,…
Same but different. Negotiating diversity in Swedish pre-school teacher training
Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students …
Spaces for translanguaging in mother tongue tuition
The aim of this article is to generate knowledge about an MTT classroom in a Swedish elementary school and how MTT is positioned as a safe space for translanguaging. By studying a school context as a potential translanguaging space, our focus is mainly on two dimensions of space: the physical, including the material space of MTT, and the social, including safe spaces in MTT. The material is mainly from one selected Kurdish MTT classroom, in the f…
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…
Imagining the homeland
In this article images of and narratives about a specific homeland, heritage and culture in Mother Tongue Tuition (MTT) in Sweden are analyzed in order to discuss if and how the MTT classroom is constructed as a transnational space. In the Swedish context, MTT is a voluntary school subject with the aim to support students to develop knowledge in and about the mother tongue, namely languages other than Swedish used in the home setting. Through a m…
Introduction to the special issue on translanguaging in the age of mobility
This special issue offers different perspectives on translanguaging in an age of increased and shifting modes of mobility in diverse European contexts. Linguistic diversity has long been at the heart of European Union policies (e.g., Charter of Fundamental Rights of the European Union 2012); however, the surge of migration in Europe in recent years has resulted in new opportunities and challenges across public institutions, including schools as w…
Shifting identity positions in the development of language education for immigrants
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what,…
New Perspectives on Translanguaging and Education
Same but different. Negotiating diversity in Swedish pre-school teacher training
Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students …
Spaces for translanguaging in mother tongue tuition
The aim of this article is to generate knowledge about an MTT classroom in a Swedish elementary school and how MTT is positioned as a safe space for translanguaging. By studying a school context as a potential translanguaging space, our focus is mainly on two dimensions of space: the physical, including the material space of MTT, and the social, including safe spaces in MTT. The material is mainly from one selected Kurdish MTT classroom, in the f…
Imagining the homeland
In this article images of and narratives about a specific homeland, heritage and culture in Mother Tongue Tuition (MTT) in Sweden are analyzed in order to discuss if and how the MTT classroom is constructed as a transnational space. In the Swedish context, MTT is a voluntary school subject with the aim to support students to develop knowledge in and about the mother tongue, namely languages other than Swedish used in the home setting. Through a m…
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…
Introduction to the special issue on translanguaging in the age of mobility
This special issue offers different perspectives on translanguaging in an age of increased and shifting modes of mobility in diverse European contexts. Linguistic diversity has long been at the heart of European Union policies (e.g., Charter of Fundamental Rights of the European Union 2012); however, the surge of migration in Europe in recent years has resulted in new opportunities and challenges across public institutions, including schools as w…
Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults
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 …
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is unde…
Challenging Epistemic Injustices in Swedish Adult Education as Ethical Issues
Based on a longitudinal study comprising two consecutive action-based and linguistic-ethnographic projects in Swedish adult education offered to students labeled as intellectually disabled, this paper examines how teachers in these programs challenged structural injustices. Guided by Nikolaidis’ (2023) theorizing of structural epistemic injustice in education, we show how two teachers challenged diminishing educational opportunities, limited less…
“And then what?”
Drawing from linguistic ethnographic data in what is referred to as accommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/or intellectual disability, we here focus on the latter category of learners, and their teacher, in one Swedish language learning group. We analyze and discuss their work with storytelling, which we relate to a crip linguistics approach, forming a s…
Multilingual Education and Policy (10 works) · Sociology (10 works) · Pedagogy (8 works) · Psychology (7 works) · Second Language Learning and Teaching (7 works) · Linguistics (6 works) · Global Education and Multiculturalism (5 works) · Political science (4 works) · Translanguaging (4 works) · EFL/ESL Teaching and Learning (3 works)