Ulrika Magnusson
Dados Biográficos
| ID | 102263 |
|---|---|
| NOME | Ulrika Magnusson |
| PRENOMES | Ulrika |
| SOBRENOME | Magnusson |
| ASSINATURA | MAGNUSSON U |
| AFILIAÇÕES | Stockholm University |
| ORCID | 0000-0002-8887-0590 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
Adjusting to linguistic diversity in a primary school through relational agency and expertise
This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT pra…
Performative functions of multilingual policy in second language education in Sweden
This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecologica…
Metaphor in education
This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker legitimacy in a second language context. The issue includes six articles comprisi…
Second half part of the apple
This article investigates the use of friendship metaphors in texts by adult second language writers, in relation to the occurrence and function of metaphor and the writers’ discursive constructions of identity. The texts come from the final assessment in Swedish for Immigrants (SFI), a language program in basic Swedish. The analysis confirmed the initial assumption that the emotional and existentially loaded theme of friendship allows for the use…
Introductory classes for newcomer primary school students in Sweden
Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care f…
Researching the Complexities of the School Subject Swedish as a Second Language
This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. T…
Constructing success and hope among migrant students and families. A mother tongue teacher's didactic narratives
Focusing on the narrations of Omid - a Mother Tongue (MT) teacher of Arabic in a Swedish primary school - we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model - based in success stories - and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust …
Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teache…
Student ambivalence toward second language education in three Swedish upper secondary schools
Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing
This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e.g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingu…
Constructing success and hope among migrant students and families. A mother tongue teacher's didactic narratives
Focusing on the narrations of Omid - a Mother Tongue (MT) teacher of Arabic in a Swedish primary school - we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model - based in success stories - and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust …
Adjusting to linguistic diversity in a primary school through relational agency and expertise
This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT pra…
Researching the Complexities of the School Subject Swedish as a Second Language
This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. T…
Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing
This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e.g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingu…
Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teache…
Student ambivalence toward second language education in three Swedish upper secondary schools
Metaphor in education
This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker legitimacy in a second language context. The issue includes six articles comprisi…
Second half part of the apple
This article investigates the use of friendship metaphors in texts by adult second language writers, in relation to the occurrence and function of metaphor and the writers’ discursive constructions of identity. The texts come from the final assessment in Swedish for Immigrants (SFI), a language program in basic Swedish. The analysis confirmed the initial assumption that the emotional and existentially loaded theme of friendship allows for the use…
Introductory classes for newcomer primary school students in Sweden
Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care f…
Researching the Complexities of the School Subject Swedish as a Second Language
This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. T…
Constructing success and hope among migrant students and families. A mother tongue teacher's didactic narratives
Focusing on the narrations of Omid - a Mother Tongue (MT) teacher of Arabic in a Swedish primary school - we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model - based in success stories - and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust …
Performative functions of multilingual policy in second language education in Sweden
This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecologica…
Adjusting to linguistic diversity in a primary school through relational agency and expertise
This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT pra…
Psychology (9 obras) · Sociology (9 obras) · Linguistics (8 obras) · Pedagogy (8 obras) · Multilingual Education and Policy (6 obras) · Multilingualism (6 obras) · Second Language Learning and Teaching (6 obras) · Computer Science (5 obras) · EFL/ESL Teaching and Learning (5 obras) · Ethnography (5 obras)