Vocational Swedish for adult learners with limited educational background
Rethinking literacy-based instruction
Bibliographic Data
| ID | 11989370 |
|---|---|
| Authors | Robert Walldén (0000-0002-2565-8875, Linnaeus University), Anna Winlund (0000-0003-1073-7404, University of Gothenburg, corresponding author) |
| Year | 2025 |
| Volume | 135 |
| Pages | 103858-103858 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2025.103858 |
| OpenAlex | W7084039680 |
| Language | EN |
| References cited | 29 |
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 of lessons, and student interviews. Findings highlight the potential of resource-based teaching methods, incorporating students’ multilingual repertoires and personal experiences to engage them in learning specialized vocabulary and workplace-related language. Strategies such as translanguaging, visual aids, and contextualized instruction were used to support language development. However, the course predominantly emphasized written language and receptive skills over oral communication and productive language use. Challenges emerged from the reliance on abstract and written materials, which occasionally limited student engagement and comprehension. The study concludes that integrating oral language practice, collaborative activities, and meaningful connections to students' everyday lives can enhance engagement and address gaps in existing instructional approaches. Recommendations include using multimodal supports, preparing students for study visits with targeted pre-visit activities, and fostering multilingual collaboration in work-related contexts. This research contributes to understanding how tailored pedagogical strategies can support emergent literacy learners in vocationally oriented language education
Everyday life · Language acquisition · Language proficiency · Literacy · Multilingualism · Portuguese · Teaching method · Vocabulary · Vocational education · Diverse Perspectives in Modern Studies · Legal Cases and Commentary
Teaching Adult Second Language Learners Who Are Emergent Readers
Revisiting the Continua of Biliteracy
Researching and teaching (with) the continua of biliteracy
Adult L2 writers with emergent literacy
The semiotics of writing
Emergent literacy instruction
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
Reflecting on reflexive thematic analysis
Exploring Early Reading Instructional Strategies to Advance the Print Literacy Development of Adolescent SLIFE
Translanguaging in Sweden
Adult Migrants’ Language Learning, Labour Market, and Social Inclusion
The Door You Can Walk Through to Society”
Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden
Quick-chatting”, “smart dogs”, and how to “say without saying”
Assisting the development of sociopragmatic skills
Adult migrants’ voices about learning and using Swedish at work placements in basic language education
Becoming an independent Swedish citizen
Students with Limited or Interrupted Formal Education in US Classrooms
The Role of Literacy Level in Second Language Acquisition
Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition
Using thematic analysis in psychology
Funds of knowledge for teaching
Continua of Biliteracy
| Citation velocity | historical |
|---|---|
| Highly cited | No |