Helle Pia Laursen
Biographic Data
| ID | 6522033 |
|---|---|
| NAME | Helle Pia Laursen |
| GIVEN NAMES | Helle Pia |
| FAMILY NAME | Laursen |
| SIGNATURE | LAURSEN H P |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0001-9496-676X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class
Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn…
Bubbles of becomings: From located investment to placemaking practices of engagement in the language classroom
Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student’s emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student’s changing relationship with the classroom as a literacy learning place. Ou…
Multilingual Children between Real and Imaginary Worlds: Language Play as Resignifying Practice
This article analyzes how a group of multilingual children in their early adolescence use various forms of language play and position themselves symbolically through involvement in signifying practices. By developing a conceptual framework that combines insights on language play (Cook 2000) and the signifying self (Kramsch 2009), it demonstrates how the children as sign makers and symbolic subjects (re)signify their own learning space. The analys…
Timespacing competence: Multilingual children's linguistic worlds
Drawing on Kramsch's conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement…
Language competence in movement: A child's perspective
This article examines how, in a multilingual perspective, language competence is experienced, talked about and practiced by language users themselves. By viewing children as active co-creators of the spaces in which language is used, this article contributes to a research tradition in which focus is shifted from viewing the individual's language competence as a mental linguistic or communicative property, to viewing language as a series of social…
Umbrellas and angels standing straight – a social semiotic perspective on multilingual children's literacy
In a Danish context, the acquisition of literacy by the ‘bilingual student’ is embedded in an education policy discourse in which literacy is seen as a cognitive competence that can be quantified by measuring a number of specific skills in a defined language and in a defined written language. On the basis of empirical data from the research project Signs of Language, in this article I will focus on how a social semiotic perspective on literacy ca…
Female Strategies in Language
Timespacing competence: Multilingual children's linguistic worlds
Drawing on Kramsch's conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement…
Female Strategies in Language
Umbrellas and angels standing straight – a social semiotic perspective on multilingual children's literacy
In a Danish context, the acquisition of literacy by the ‘bilingual student’ is embedded in an education policy discourse in which literacy is seen as a cognitive competence that can be quantified by measuring a number of specific skills in a defined language and in a defined written language. On the basis of empirical data from the research project Signs of Language, in this article I will focus on how a social semiotic perspective on literacy ca…
Language competence in movement: A child's perspective
This article examines how, in a multilingual perspective, language competence is experienced, talked about and practiced by language users themselves. By viewing children as active co-creators of the spaces in which language is used, this article contributes to a research tradition in which focus is shifted from viewing the individual's language competence as a mental linguistic or communicative property, to viewing language as a series of social…
Timespacing competence: Multilingual children's linguistic worlds
Drawing on Kramsch's conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement…
Multilingual Children between Real and Imaginary Worlds: Language Play as Resignifying Practice
This article analyzes how a group of multilingual children in their early adolescence use various forms of language play and position themselves symbolically through involvement in signifying practices. By developing a conceptual framework that combines insights on language play (Cook 2000) and the signifying self (Kramsch 2009), it demonstrates how the children as sign makers and symbolic subjects (re)signify their own learning space. The analys…
Bubbles of becomings: From located investment to placemaking practices of engagement in the language classroom
Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student’s emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student’s changing relationship with the classroom as a literacy learning place. Ou…
Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class
Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn…
Linguistics (7 works) · Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · EFL/ESL Teaching and Learning (4 works) · Literacy (4 works) · Multilingual Education and Policy (4 works) · Philosophy (4 works) · Second Language Learning and Teaching (4 works) · Art (3 works)