Christina Hedman
Dados Biográficos
| ID | 905273 |
|---|---|
| NOME | Christina Hedman |
| PRENOMES | Christina |
| SOBRENOME | Hedman |
| ASSINATURA | HEDMAN C |
| AFILIAÇÕES | Stockholm University |
| ORCID | 0000-0001-8869-6687 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 40 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
“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…
Accommodating beginner language learners in level-based language introduction
The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrived students in an upper secondary school in Sweden. In a short period of time, this program prepares students for using Swedish as an academic language, in order to enter a national program. One response to this challenge is that schools allocate the recently arrived students to level-based groups. We contribute new knowledge about this practice by foc…
Multilingual study mentoring for critical multilingual language awareness among migrant adolescents
This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs ar…
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…
Student agency in relation to space and educational discourse. The case of English online mother tongue instruction
This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9t…
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…
Critical Multilingual Language Awareness Among Migrant Students
This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affec…
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
The Impact of Mother Tongue Instruction on the Development of Biliteracy
This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and de…
Language use and investment among children and adolescents of Somali heritage in Sweden
This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to bei…
Mother tongue instruction in Sweden and Denmark
This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover…
Ideology Versus Practice
Mother tongue instruction in Sweden and Denmark
This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover…
Language use and investment among children and adolescents of Somali heritage in Sweden
This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to bei…
Critical Multilingual Language Awareness Among Migrant Students
This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affec…
Multilingual study mentoring for critical multilingual language awareness among migrant adolescents
This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs ar…
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…
Ideology Versus Practice
Mother tongue instruction in Sweden and Denmark
This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover…
The Impact of Mother Tongue Instruction on the Development of Biliteracy
This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and de…
Language use and investment among children and adolescents of Somali heritage in Sweden
This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to bei…
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
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 …
Student agency in relation to space and educational discourse. The case of English online mother tongue instruction
This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9t…
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…
Critical Multilingual Language Awareness Among Migrant Students
This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affec…
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…
Multilingual study mentoring for critical multilingual language awareness among migrant adolescents
This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs ar…
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…
Accommodating beginner language learners in level-based language introduction
The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrived students in an upper secondary school in Sweden. In a short period of time, this program prepares students for using Swedish as an academic language, in order to enter a national program. One response to this challenge is that schools allocate the recently arrived students to level-based groups. We contribute new knowledge about this practice by foc…
“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…
Pedagogy (16 obras) · Sociology (16 obras) · Multilingual Education and Policy (14 obras) · Psychology (14 obras) · Linguistics (13 obras) · Second Language Learning and Teaching (12 obras) · EFL/ESL Teaching and Learning (11 obras) · Multilingualism (9 obras) · Mathematics education (8 obras) · Computer Science (6 obras)