Anna Winlund
Biographic Data
| ID | 6479496 |
|---|---|
| NAME | Anna Winlund |
| GIVEN NAMES | Anna |
| FAMILY NAME | Winlund |
| SIGNATURE | WINLUND A |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0003-1073-7404 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“I didn’t know how to write in Norwegian and even less in Sámi”. Narratives of limited literacy in the reports of the Norwegian and Swedish truth and reconciliation commissions
This paper examines narratives of limited literacy in the 2023 Truth and Reconciliation Commission (TRC) reports from Norway and Sweden, focusing on the linguistic and cultural assimilation of and injustice toward the Sámi and Kven in Norway and the Tornedalians, Kven, and Lantalaiset in Sweden. Drawing on critical sociolinguistic perspectives, we view literacy as an ideological and situated phenomenon intertwined with power. Two research questio…
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…
Writing practices of recently immigrated adolescent emergent writers
Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden
This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten…
Emergent literacy instruction
This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes,…
No prominent works on this page.
Emergent literacy instruction
This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes,…
Writing practices of recently immigrated adolescent emergent writers
Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden
This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten…
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…
“I didn’t know how to write in Norwegian and even less in Sámi”. Narratives of limited literacy in the reports of the Norwegian and Swedish truth and reconciliation commissions
This paper examines narratives of limited literacy in the 2023 Truth and Reconciliation Commission (TRC) reports from Norway and Sweden, focusing on the linguistic and cultural assimilation of and injustice toward the Sámi and Kven in Norway and the Tornedalians, Kven, and Lantalaiset in Sweden. Drawing on critical sociolinguistic perspectives, we view literacy as an ideological and situated phenomenon intertwined with power. Two research questio…
Literacy (5 works) · Computer Science (3 works) · Ethnography (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · EFL/ESL Teaching and Learning (2 works) · Geography (2 works)