Ake Wedin
Biographic Data
| ID | 820001 |
|---|---|
| NAME | Ake Wedin |
| GIVEN NAMES | Ake |
| FAMILY NAME | Wedin |
| SIGNATURE | WEDIN A |
| AFFILIATIONS | Dalarna University |
| ORCID | 0000-0002-2992-0818 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Equity, multilingualism and segregation in the Swedish educational system
This article aims to explore current official discourses on equity, multilingualism and segregation in policy documents for Swedish preschool. Earlier research shows how issues of quality in preschool are linked to equity, segregation and multilingualism. The policy documents are analysed through critical policy analysis, using Bacchi’s What’s the problem represented to be? (WPR), which shows that problem representations may favour some yet disad…
Societal demands for literacy skills and identity constructions the case of adult students in Sweden who develop basic literacy skills in their l2
This article focuses on the relationship between the literacy practices of adult L2-learners who develop basic literacy skills in Swedish and their positions as legitimate members of society. The theoretical base is in New Literacy Studies with Norton’s concepts identity, investment, and imagined communities. Ethnographic methods were used: shadowing and literacy diaries. Findings show that the way society confirms or questions students’ identiti…
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 …
Becoming an independent Swedish citizen: Critical literacy as a tool for multilingual literacies in Swedish for Immigrants
The aim of this article is to study the space for multilingualism and multiliteracy in the development of literacy skills through critical literacy in Swedish for Immigrants. The focus is on adult second language learners (L2 learners) with low education and Hornberger’s continua of biliteracy is used for the analysis of material from classroom observations. The observed teaching included space for multiliteracies and students were explicitly sti…
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…
Ideological and implementational spaces for translanguaging in the language introduction programme in Swedish Upper Secondary School
This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. In the analysis, schoolscaping is used based on displayed language on the school…
Introduction to the Special Issue on Swedish as a Second Language
This Special Issue focuses on Swedish as a second language (SSL), which is the subject where second language students (L2 students) in Sweden, in primary and secondary school and in adult education, receive teaching in Swedish
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…
Positioning of the recently arrived student: A discourse analysis of Sweden’s Language Introduction Programme
This article explores how recently arrived students are positioned and position themselves in the Language Introduction Programme in upper secondary school in Sweden using a combination of position theory with nexus analysis. The material used consists of official national documents and local school documents, observations, interviews and photographs. Circulating discourses are analysed through discourses in place, historical bodies and interacti…
Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages
Language as a resource, in contrast to language as a problem or right, take shape here through the way the student in focus deliberately uses the space given to express, claim, manifest and negotiate identities. The case of Jirka, expressing different identities through the writing process, shows the resources that students’ diverse backgrounds constitute, particularly the multilingual resources they bring to school. • In this case multilingual p…
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: Mother tongue tuition in Sweden as transnational space
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 …
Bilingualism and bilingual education in a complex context
This article is based on results from a baseline study for an intended intervention project in bilingual-intercultural education in the Municipality of San Miguel Ixtahuacan, in the Department of San Marcos, Guatemala. To a great extent the article deals with issues of bilingual education from the perspective of social justice. It analyses the various components underpinning attempts to develop comprehensive bilingual and intercultural education …
Narration in Swedish pre- and primary school: A resource for language development and multilingualism
Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the…
Re-thinking bilingualism – challenges of multilingualism and communication in classroom settings
Editors’ preface to the special issue of the journal
Classroom interaction: Potential or problem? The case of Karagwe
Literacy and power—The cases of Tanzania and Rwanda
Literacy Practices in Rural Tanzania: The Case of Karagwe
In this paper I argue that literacy, as an aspect of language, is closely related to power. With the example of Karagwe, I show that different literacy practices relate differently to power. In Karagwe dominant literacies that are officially prescribed and standardised have a main function to sort people and maintain authority. As they are spread through schools, schooled literacies are very much geared at sorting pupils. Dominated literacy pract…
Language Ideologies and Schooled Education in Rural Tanzania: The Case of Karagwe
In this paper I argue that language policies for education have effects on pupils' educational possibilities. With the case of the Karagwe district in Tanzania the research suggests that the policy of ‘Swahili only’ in primary school education favours the small minority of the children that live in a context where Swahili is used. This appears to lead to inequality in pupils' chances in education and to a low level of achievement of academic cont…
La cronologia de la historia incaica. Estudio critico
Literacy and power—The cases of Tanzania and Rwanda
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…
Classroom interaction: Potential or problem? The case of Karagwe
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 …
Positioning of the recently arrived student: A discourse analysis of Sweden’s Language Introduction Programme
This article explores how recently arrived students are positioned and position themselves in the Language Introduction Programme in upper secondary school in Sweden using a combination of position theory with nexus analysis. The material used consists of official national documents and local school documents, observations, interviews and photographs. Circulating discourses are analysed through discourses in place, historical bodies and interacti…
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: Mother tongue tuition in Sweden as transnational space
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…
Narration in Swedish pre- and primary school: A resource for language development and multilingualism
Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the…
Becoming an independent Swedish citizen: Critical literacy as a tool for multilingual literacies in Swedish for Immigrants
The aim of this article is to study the space for multilingualism and multiliteracy in the development of literacy skills through critical literacy in Swedish for Immigrants. The focus is on adult second language learners (L2 learners) with low education and Hornberger’s continua of biliteracy is used for the analysis of material from classroom observations. The observed teaching included space for multiliteracies and students were explicitly sti…
La cronologia de la historia incaica. Estudio critico
Language Ideologies and Schooled Education in Rural Tanzania: The Case of Karagwe
In this paper I argue that language policies for education have effects on pupils' educational possibilities. With the case of the Karagwe district in Tanzania the research suggests that the policy of ‘Swahili only’ in primary school education favours the small minority of the children that live in a context where Swahili is used. This appears to lead to inequality in pupils' chances in education and to a low level of achievement of academic cont…
Literacy Practices in Rural Tanzania: The Case of Karagwe
In this paper I argue that literacy, as an aspect of language, is closely related to power. With the example of Karagwe, I show that different literacy practices relate differently to power. In Karagwe dominant literacies that are officially prescribed and standardised have a main function to sort people and maintain authority. As they are spread through schools, schooled literacies are very much geared at sorting pupils. Dominated literacy pract…
Literacy and power—The cases of Tanzania and Rwanda
Classroom interaction: Potential or problem? The case of Karagwe
Bilingualism and bilingual education in a complex context
This article is based on results from a baseline study for an intended intervention project in bilingual-intercultural education in the Municipality of San Miguel Ixtahuacan, in the Department of San Marcos, Guatemala. To a great extent the article deals with issues of bilingual education from the perspective of social justice. It analyses the various components underpinning attempts to develop comprehensive bilingual and intercultural education …
Narration in Swedish pre- and primary school: A resource for language development and multilingualism
Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the…
Re-thinking bilingualism – challenges of multilingualism and communication in classroom settings
Editors’ preface to the special issue of the journal
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 …
Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages
Language as a resource, in contrast to language as a problem or right, take shape here through the way the student in focus deliberately uses the space given to express, claim, manifest and negotiate identities. The case of Jirka, expressing different identities through the writing process, shows the resources that students’ diverse backgrounds constitute, particularly the multilingual resources they bring to school. • In this case multilingual p…
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: Mother tongue tuition in Sweden as transnational space
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…
Positioning of the recently arrived student: A discourse analysis of Sweden’s Language Introduction Programme
This article explores how recently arrived students are positioned and position themselves in the Language Introduction Programme in upper secondary school in Sweden using a combination of position theory with nexus analysis. The material used consists of official national documents and local school documents, observations, interviews and photographs. Circulating discourses are analysed through discourses in place, historical bodies and interacti…
Ideological and implementational spaces for translanguaging in the language introduction programme in Swedish Upper Secondary School
This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. In the analysis, schoolscaping is used based on displayed language on the school…
Introduction to the Special Issue on Swedish as a Second Language
This Special Issue focuses on Swedish as a second language (SSL), which is the subject where second language students (L2 students) in Sweden, in primary and secondary school and in adult education, receive teaching in Swedish
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 …
Becoming an independent Swedish citizen: Critical literacy as a tool for multilingual literacies in Swedish for Immigrants
The aim of this article is to study the space for multilingualism and multiliteracy in the development of literacy skills through critical literacy in Swedish for Immigrants. The focus is on adult second language learners (L2 learners) with low education and Hornberger’s continua of biliteracy is used for the analysis of material from classroom observations. The observed teaching included space for multiliteracies and students were explicitly sti…
Equity, multilingualism and segregation in the Swedish educational system
This article aims to explore current official discourses on equity, multilingualism and segregation in policy documents for Swedish preschool. Earlier research shows how issues of quality in preschool are linked to equity, segregation and multilingualism. The policy documents are analysed through critical policy analysis, using Bacchi’s What’s the problem represented to be? (WPR), which shows that problem representations may favour some yet disad…
Societal demands for literacy skills and identity constructions the case of adult students in Sweden who develop basic literacy skills in their l2
This article focuses on the relationship between the literacy practices of adult L2-learners who develop basic literacy skills in Swedish and their positions as legitimate members of society. The theoretical base is in New Literacy Studies with Norton’s concepts identity, investment, and imagined communities. Ethnographic methods were used: shadowing and literacy diaries. Findings show that the way society confirms or questions students’ identiti…
Multilingual Education and Policy (19 works) · Pedagogy (19 works) · Sociology (19 works) · Linguistics (15 works) · Psychology (14 works) · Political science (13 works) · Second Language Learning and Teaching (12 works) · Mathematics education (9 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works)